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23 août 2019

Utilisation du dépistage de l'autisme LENA avec des enfants sourds ou malentendants

Aperçu: G.M.
Contexte et objectifs: 
Cette revue systématique rapporte les preuves de la littérature concernant le potentiel d’utilisation d’une analyse vocale automatisée, l’analyse de l’environnement des langues (LENA, Fondation de recherche LENA, Boulder, CO, États-Unis) dans le processus de dépistage des enfants présentant un risque de trouble du spectre de l'autisme  (TSA) et sourd ou malentendant (D / HH). La comorbidité du TSA et de D/HH ont augmenté, mais les outils actuels de diagnostic comportemental et de dépistage ont des limites. Le dépistage linguistique de l'autisme LENA (LENA) peut offrir un outil supplémentaire pour lever l’ambiguïté des TSA dans le D/HH chez les jeunes enfants. 
Matériels et méthodes: 
Nous examinons les rapports empiriques qui utilisent des méthodes d'analyse vocale automatique pour différencier les enfants atteints de troubles de développement de ceux présentant un développement typique. 
Résultats
Un consensus parmi la littérature scientifique échantillonnée montre que l'utilisation de méthodes automatiques de dépistage et de désambiguïsation des enfants avec un TSA et D / HH est favorable. 
Il existe certaines preuves de différenciation vocale entre TSA, D/HH et les enfants au développement typique justifiant l’utilisation de LENA , mais des preuves empiriques supplémentaires sont nécessaires pour mieux comprendre les forces et les faiblesses de l’outil. 
Conclusions
Les résultats présentés ici justifient des recherches plus approfondies, méthodologiquement valables, pleinement capables de montrer une différence fiable. Les résultats peuvent être utiles aux cliniciens et aux chercheurs pour mieux identifier et comprendre les troubles de la communication.

2019 Aug 16;55(8). pii: E495. doi: 10.3390/medicina55080495.

Use of the LENA Autism Screen with Children who are Deaf or Hard of Hearing

Author information

1
Department of Speech & Hearing Sciences, Elson S. Floyd College of Medicine, Washington State University, Spokane, WA 99202, USA. mark.vandam@wsu.edu.
2
Hearing Oral Program of Excellence (HOPE), Spokane, WA 99202, USA. mark.vandam@wsu.edu.
3
Institute of Cognitive Science, University of Colorado, Boulder, CO 80309, USA.

Abstract

Background and Objectives: This systematic review reports the evidence from the literature concerning the potential for using an automated vocal analysis, the Language ENvironment Analysis (LENA, LENA Research Foundation, Boulder, CO, USA) in the screening process for children at risk for autism spectrum disorder (ASD) and deaf or hard of hearing (D/HH). ASD and D/HH have increased comorbidity, but current behavioral diagnostic and screening tools have limitations. The LENA Language Autism Screen (LLAS) may offer an additional tool to disambiguate ASD from D/HH in young children. Materials and Methods: We examine empirical reports that use automatic vocal analysis methods to differentiate disordered from typically developing children. Results: Consensus across the sampled scientific literature shows support for use of automatic methods for screening and disambiguation of children with ASD and D/HH. There is some evidence of vocal differentiation between ASD, D/HH, and typically-developing children warranting use of the LLAS, but additional empirical evidence is needed to better understand the strengths and weaknesses of the tool. Conclusions: The findings reported here warrant further, more substantive, methodologically-sound research that is fully powered to show a reliable difference. Findings may be useful for both clinicians and researchers in better identification and understanding of communication disorders.
PMID:31426435
DOI:10.3390/medicina55080495

06 septembre 2017

Pareil ou différent: le chevauchement entre les enfants avec des troubles du traitement auditif et des enfants avec d'autres troubles du développement: une revue systématique

Aperçu: G.M.
Les enfants diagnostiqués avec des troubles du traitement auditif (APD) éprouvent des difficultés dans le fonctionnement auditif et avec des tâches de mémoire, d'attention, de langage et de lecture. Cependant, on ne sait pas si les caractéristiques comportementales de ces enfants sont distinctes des caractéristiques comportementales des enfants diagnostiqués avec un trouble du développement différent, comme une déficience spécifique du langage (SLI), une dyslexie, un trouble de l'hyperactivité à déficit de l'attention (TDAH), un trouble de l'apprentissage (LD) ou un trouble du spectre de l'autisme (TSA).
L'objectif de cette étude était de déterminer 
  1. quelles caractéristiques de l'APD se chevauchent avec les caractéristiques des enfants avec un diagnostic de SLI, dyslexie, TDAH, LD ou TSA; et 
  2. s'il existe des caractéristiques qui distinguent les enfants diagnostiqués avec APD d'enfants diagnostiqués avec d'autres troubles du développement. 
Au total, 13 études dont la qualité méthodologique était modérée ont été incluses dans cette revue systématique. Dans cinq études, la performance des enfants diagnostiqués avec APD a été comparée à la performance des enfants diagnostiqués avec SLI: chez deux avec des enfants diagnostiqués avec dyslexie, un avec des enfants diagnostiqués avec du TDAH et un autre avec des enfants ayant un diagnostic de LD. Dix des études comprenaient des enfants qui satisfaisaient aux critères pour plus d'un diagnostic. Dans quatre études, il y a eu une comparaison entre les performances des enfants atteints de troubles comorbides. Il n'y a pas eu d'études dans lesquelles la performance des enfants diagnostiqués avec APD a été comparée à la performance des enfants diagnostiqués avec un trouble du spectre de l'autisme.
Les enfants diagnostiqués avec APD ont des performances identiques à celles des enfants avec SLI, dyslexie, TDAH et LD dans les tests d'intelligence, de mémoire ou d'attention et des tests de langage.
Seules de petites différences entre les groupes ont été trouvées pour les tâches sensorielles et fonctionnelles perceptives (auditives et visuelles). En outre, les enfants diagnostiqués avec dyslexie ont été plus pauvres dans les tâches de lecture par rapport aux enfants diagnostiqués avec APD. 
Le résultat est peut-être biaisé par la mauvaise qualité des études de recherche et la faible qualité des mesures de résultat utilisées.

Ear Hear. 2017 Aug 31. doi: 10.1097/AUD.0000000000000479.

Same or Different: The Overlap Between Children With Auditory Processing Disorders and Children With Other Developmental Disorders: A Systematic Review

Author information

1
1Research Group Healthy Ageing, Allied Health Care and Nursing, Hanze University of Applied Sciences, Groningen, The Netherlands; 2Department of Otorhinolaryngology, Head & Neck Surgery, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands; 3Laboratory for Experimental Ophthalmology, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands. 4Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, The Netherlands; 5Australian Catholic University, Melbourne, Australia; and 6Department of Rehabilitation Medicine, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands.

Abstract

OBJECTIVES:

Children diagnosed with auditory processing disorders (APD) experience difficulties in auditory functioning and with memory, attention, language, and reading tasks. However, it is not clear whether the behavioral characteristics of these children are distinctive from the behavioral characteristics of children diagnosed with a different developmental disorder, such as specific language impairment (SLI), dyslexia, attention-deficit hyperactivity disorder (ADHD), learning disorder (LD), or autism spectrum disorder. This study describes the performance of children diagnosed with APD, SLI, dyslexia, ADHD, and LD to different outcome measurements. The aim of this study was to determine (1) which characteristics of APD overlap with the characteristics of children with SLI, dyslexia, ADHD, LD, or autism spectrum disorder; and (2) if there are characteristics that distinguish children diagnosed with APD from children diagnosed with other developmental disorders.

DESIGN:

A systematic review. Six electronic databases (Pubmed, CINAHL, Eric, PsychINFO, Communication & Mass Media Complete, and EMBASE) were searched to find peer-reviewed studies from 1954 to May 2015. The authors included studies reporting behaviors and performance of children with (suspected) APD and children diagnosed with a different developmental disorder (SLI, Dyslexia, ADHD, and LD). Two researchers identified and screened the studies independently. Methodological quality of the included studies was assessed with the American Speech-Language-Hearing Association's levels-of-evidence scheme.

RESULTS:

In total, 13 studies of which the methodological quality was moderate were included in this systematic review. In five studies, the performance of children diagnosed with APD was compared with the performance of children diagnosed with SLI: in two with children diagnosed with dyslexia, one with children diagnosed with ADHD, and in another one with children diagnosed with LD. Ten of the studies included children who met the criteria for more than one diagnosis. In four studies, there was a comparison made between the performances of children with comorbid disorders. There were no studies found in which the performance of children diagnosed with APD was compared with the performance of children diagnosed with autism spectrum disorder. Children diagnosed with APD broadly share the same characteristics as children diagnosed with other developmental disorders, with only minor differences between them. Differences were determined with the auditory and visual Duration Pattern Test, the Children's Auditory Processing Performance Scale questionnaire, and the subtests of the Listening in Spatialized Noise-Sentences test, in which noise is spatially separated from target sentences. However, these differences are not consistent between studies and are not found in comparison to all groups of children with other developmental disorders.

CONCLUSIONS:

Children diagnosed with APD perform equally to children diagnosed with SLI, dyslexia, ADHD, and LD on tests of intelligence, memory or attention, and language tests. Only small differences between groups were found for sensory and perceptual functioning tasks (auditory and visual). In addition, children diagnosed with dyslexia performed poorer in reading tasks compared with children diagnosed with APD. The result is possibly confounded by poor quality of the research studies and the low quality of the used outcome measures. More research with higher scientific rigor is required to better understand the differences and similarities in children with various neurodevelopmental disorders.
PMID:
28863035
DOI:
10.1097/AUD.0000000000000479
Ear Hear. 2017 Aug 31. doi: 10.1097/AUD.0000000000000479. [Epub ahead of print]

Same or Different: The Overlap Between Children With Auditory Processing Disorders and Children With Other Developmental Disorders: A Systematic Review.

Author information

1
1Research Group Healthy Ageing, Allied Health Care and Nursing, Hanze University of Applied Sciences, Groningen, The Netherlands; 2Department of Otorhinolaryngology, Head & Neck Surgery, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands; 3Laboratory for Experimental Ophthalmology, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands. 4Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, The Netherlands; 5Australian Catholic University, Melbourne, Australia; and 6Department of Rehabilitation Medicine, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands.

Abstract

OBJECTIVES:

Children diagnosed with auditory processing disorders (APD) experience difficulties in auditory functioning and with memory, attention, language, and reading tasks. However, it is not clear whether the behavioral characteristics of these children are distinctive from the behavioral characteristics of children diagnosed with a different developmental disorder, such as specific language impairment (SLI), dyslexia, attention-deficit hyperactivity disorder (ADHD), learning disorder (LD), or autism spectrum disorder. This study describes the performance of children diagnosed with APD, SLI, dyslexia, ADHD, and LD to different outcome measurements. The aim of this study was to determine (1) which characteristics of APD overlap with the characteristics of children with SLI, dyslexia, ADHD, LD, or autism spectrum disorder; and (2) if there are characteristics that distinguish children diagnosed with APD from children diagnosed with other developmental disorders.

DESIGN:

A systematic review. Six electronic databases (Pubmed, CINAHL, Eric, PsychINFO, Communication & Mass Media Complete, and EMBASE) were searched to find peer-reviewed studies from 1954 to May 2015. The authors included studies reporting behaviors and performance of children with (suspected) APD and children diagnosed with a different developmental disorder (SLI, Dyslexia, ADHD, and LD). Two researchers identified and screened the studies independently. Methodological quality of the included studies was assessed with the American Speech-Language-Hearing Association's levels-of-evidence scheme.

RESULTS:

In total, 13 studies of which the methodological quality was moderate were included in this systematic review. In five studies, the performance of children diagnosed with APD was compared with the performance of children diagnosed with SLI: in two with children diagnosed with dyslexia, one with children diagnosed with ADHD, and in another one with children diagnosed with LD. Ten of the studies included children who met the criteria for more than one diagnosis. In four studies, there was a comparison made between the performances of children with comorbid disorders. There were no studies found in which the performance of children diagnosed with APD was compared with the performance of children diagnosed with autism spectrum disorder. Children diagnosed with APD broadly share the same characteristics as children diagnosed with other developmental disorders, with only minor differences between them. Differences were determined with the auditory and visual Duration Pattern Test, the Children's Auditory Processing Performance Scale questionnaire, and the subtests of the Listening in Spatialized Noise-Sentences test, in which noise is spatially separated from target sentences. However, these differences are not consistent between studies and are not found in comparison to all groups of children with other developmental disorders.

CONCLUSIONS:

Children diagnosed with APD perform equally to children diagnosed with SLI, dyslexia, ADHD, and LD on tests of intelligence, memory or attention, and language tests. Only small differences between groups were found for sensory and perceptual functioning tasks (auditory and visual). In addition, children diagnosed with dyslexia performed poorer in reading tasks compared with children diagnosed with APD. The result is possibly confounded by poor quality of the research studies and the low quality of the used outcome measures. More research with higher scientific rigor is required to better understand the differences and similarities in children with various neurodevelopmental disorders.
PMID:28863035
DOI:10.1097/AUD.0000000000000479

16 juin 2017

Langue des signes écholalique chez les enfants sourds avec un diagnostic de "trouble du spectre de l'autisme"

Aperçu: G.M.
La recherche présente la première étude sur l'écholalie chez les sourds, des enfants avec un diagnostic de "trouble du spectre de l'autisme" (TSA) signant. Les chercheurs étudient la nature et la prévalence de l'écologie des signes chez les enfants signant natif  avec un diagnostic de TSA, la relation entre l'écololie du signe et le langage réceptif et les différences de modalité potentielle entre le signe et le discours.
Sept des 17 enfants sourds avec un diagnostic de TSA ont produit des échos signés, mais aucun des enfants sourds TD ne l'a fait. Les enfants échoïques avaient des scores de langage réceptif nettement inférieurs à ceux des enfants non-échogènes avec et sans diagnostic de TSA.

J Speech Lang Hear Res. 2017 Jun 10;60(6):1622-1634. doi: 10.1044/2016_JSLHR-L-16-0292.

Sign Language Echolalia in Deaf Children With Autism Spectrum Disorder

Author information

1
Department of Speech Pathology and Audiology, Miami University, Oxford, OH.
2
Department of Linguistics, University of Texas, Austin.

Abstract

Purpose:

We present the first study of echolalia in deaf, signing children with autism spectrum disorder (ASD). We investigate the nature and prevalence of sign echolalia in native-signing children with ASD, the relationship between sign echolalia and receptive language, and potential modality differences between sign and speech.

Method:

Seventeen deaf children with ASD and 18 typically developing (TD) deaf children were video-recorded in a series of tasks. Data were coded for type of signs produced (spontaneous, elicited, echo, or nonecho repetition). Echoes were coded as pure or partial, and timing and reduplication of echoes were coded.

Results:

Seven of the 17 deaf children with ASD produced signed echoes, but none of the TD deaf children did. The echoic children had significantly lower receptive language scores than did both the nonechoic children with ASD and the TD children. Modality differences also were found in terms of the directionality, timing, and reduplication of echoes.

Conclusions:

Deaf children with ASD sometimes echo signs, just as hearing children with ASD sometimes echo words, and TD deaf children and those with ASD do so at similar stages of linguistic development, when comprehension is relatively low. The sign language modality might provide a powerful new framework for analyzing the purpose and function of echolalia in deaf children with ASD.
PMID: 28586822
DOI:10.1044/2016_JSLHR-L-16-0292

30 mars 2017

Thérapie par l'équitation pour une personne sourde-aveugle activée par une interface haptique

Aperçu: G.M.
L'étude présente une interface haptique pour aider les sourds-aveugles à pratiquer l'équitation comme activité récréative et thérapeutique.
es réponses aux questionnaires remplis par le cavalier, la famille et l'instructeur montrent que notre technique donne au coureur un plus grand sens de l'indépendance et plus de joie par rapport à l'équitation standard où l'instructeur marche avec le cheval. 


Assist Technol. 2017 Mar 27:1-8. doi: 10.1080/10400435.2017.1288178

Horseback riding therapy for a deafblind individual enabled by a haptic interface

Author information

1
a Department of Bioengineering , Imperial College of Science, Technology and Medicine , London , United Kingdom.
2
b Shadow Robot Company LTD , London , United Kingdom.
3
c School of Electronic Engineering and Computer Science , Queen Mary University of London , London , United Kingdom.

Abstract

We present a haptic interface to help deafblind people to practice horseback riding as a recreational and therapeutic activity. Horseback riding is a form of therapy which can improve self-esteem and sensation of independence. It has been shown to benefit people with various medical conditions-including autism. However, in the case of deafblind riders, an interpreter must stand by at all times to communicate with the rider by touch. We developed a simple interface that enables deafblind people to enjoy horseback riding while the instructor is remotely providing cues, which improves their independence. Experiments demonstrated that an autistic deafblind individual exhibits similar responses to navigational cues as an unimpaired rider. Motivation is an important factor in therapy, and is frequently determinant of its outcome; therefore, the user attitude toward the therapy methods is key. The answers to questionnaires filled by the rider, family, and the instructor show that our technique gives the rider a greater sense of independence and more joy compared to standard riding where the instructor is walking along with the horse.
PMID: 28346067
DOI: 10.1080/10400435.2017.1288178

07 novembre 2013

Needs of Parents of Children Who Are Deaf/Hard of Hearing With Autism Spectrum Disorder

Traduction: G.M.
 

Besoins des parents d' enfants sourds / malentendants avec des troubles du spectre autistique

Source

Cincinnati Children's Hospital Medical Center.

Abstract

On en sait peu sur les enfants qui sont sourds ou malentendants (D/HH) avec un trouble du spectre autistique coexistant (TSA ) .
L'objectif de notre étude était de comprendre les besoins des enfants qui sont D/HH avec  TSA coexistant.
 
Nous avons posé des questions aux groupes de discussion sur le processus de diagnostic , l'impact du double diagnostic sur la communication et des ressources utiles .
Quatre parents de trois enfants ont participé . Les défis dans le processus de diagnostic comprennent les défis de la pertinence des outils d'évaluation et de l'expertise limitée des professionnels effectuant des évaluations.
Les milieux éducatifs spéciaux au sens large ont été perçus comme utiles .
Les familles ont décrit un éventail de stratégies de communication à grande échelle ( parler, signer, et le langage écrit , les méthodes de communication augmentée) .
 
Les familles donnent la priorité à l'accent mis sur le comportement et le fonctionnement au jour le jour sur le rendement scolaire.
 
Les familles ont reconnu le manque de professionnels qui comprennent TSA et la surdité mais ont trouvé l'Internet et la technologie comme un mécanisme permettant de se connecter à l'information et aux familles ayant des besoins similaires .
 
[Little is known about children who are deaf or hard of hearing (D/HH) with a coexisting autism spectrum disorder (ASD). The objective of our study was to understand the needs of children who are D/HH with coexisting ASD. We posed questions for group discussion about diagnostic process, impact of dual diagnosis on communication, and helpful resources. Four parents of three children participated. Challenges in the diagnostic process included the challenges in the appropriateness of the evaluation tools and the limited expertise of the professionals performing the evaluations. Broad-based special educational settings were perceived as helpful. Families described a range of broad-based communication strategies (spoken, sign, and written language, augmentative communication approaches). Families prioritized a focus on behavior and day-to-day functioning over academic performance. Families recognized the lack of professionals who understand ASD and deafness but have found the internet and technology as a mechanism to connect to information and families with similar needs. ]
PMID: 24186644