Nonverbal Vocalizations as Speech: Characterizing Natural-Environment Audio from Nonverbal Individuals with Autism

The study of nonverbal vocalizations, such as sighs, grunts, and monosyllabic sounds, has largely revolved around the social and affective implications of these sounds within typical speech. However, for individuals who do not use any traditional speech, including those with non- or minimally verbal (nv/mv) autism, these vocalizations contain important, individual-specific affective and communicative information. This paper outlines the methodology, analysis, and technology to investigate the production, perception, and meaning of nonverbal vocalizations from nv/mv individuals in natural environments. We are developing novel signal processing and machine learning methods that will help enable augmentative communication technology, and we are producing a nonverbal vocalization dataset for public release. We hope this work will expand the scientific understanding of these exceptional individuals’ language development and the field of communication more generally

How is your mind-set? Proof of concept for the measurement of the level of emotional development

Background In persons with intellectual and developmental disabilities, not only cognitive brain functions, but also socio-emotional processing networks may be impaired. This study aims to validate the Scale of Emotional Development—Short (SED-S) to provide an instrument for the assessment of socio-emotional brain functions. Method The SED-S was applied in 160 children aged 0–12 years. Criterion validity was investigated at item and scale level in terms of the agreement between the scale classification and the child’s chronological age. Additionally, interrater reliability and internal consistency were assessed. Results For the majority of items, the expected response pattern emerged, showing the highest response probabilities in the respective target age groups. Agreement between the classification of the different SED-S domains and chronological age was high (κw = 0.95; exact agreement = 80.6%). Interrater reliability at domain level ranged from κw = .98 to 1.00 and internal consistency was high (α = .99). Conclusion The study normed the SED-S in a sample of typically developing children and provides evidence for criterion validity on item, domain and scale level

Nonverbal Vocalizations as Speech: Characterizing Natural-Environment Audio from Nonverbal Individuals with Autism

The study of nonverbal vocalizations, such as sighs, grunts, and monosyllabic sounds, has largely revolved around the social and affective implications of these sounds within typical speech. However, for individuals who do not use any traditional speech, including those with non- or minimally verbal (nv/mv) autism, these vocalizations contain important, individual-specific affective and communicative information. This paper outlines the methodology, analysis, and technology to investigate the production, perception, and meaning of nonverbal vocalizations from nv/mv individuals in natural environments. We are developing novel signal processing and machine learning methods that will help enable augmentative communication technology, and we are producing a nonverbal vocalization dataset for public release. We hope this work will expand the scientific understanding of these exceptional individuals’ language development and the field of communication more generally

Total Communication in Children with Autism: a Review and Future Directions

B.A. (Bachelor of Arts

The Cowl - v.79 - n.24 - Apr 23, 2015

The Cowl - student newspaper of Providence College. Vol 79 - No. 24 - April 23, 2015. 24 pages

Asperger’s Syndrome in a Clinical Sample: Reasons for Referral and Comorbidity

Asperger’s Syndrome (AS) is an autism spectrum disorder without mental retardation and language delay. AS often remains unrecognized until these children fail to adapt to school or kindergarten. The comorbid psychiatric disorders, achieving clinical significance, were considered as another pathway to diagnosis. This study is aimed to elucidate the reasons for referral, the frequency and the kinds of comorbidities in a clinical sample of consecutive cases of children and adolescents with AS. To this objective, clinical records of children and adolescents, who have received a DSM-IV diagnosis of AS after multidisciplinary assessment in a given time period were reviewed. After excluding 3 cases due to insufficient information, 24 cases of children and adolescents with Asperger’s Syndrome (23 boys and one girl) were identified. The mean age at the time of assessment and receiving diagnosis was 9.6 yrs. (age range 4 to 17 years). In twenty-one (87%) of the cases the reason for referral was an episode of disorganized behavior following an attempt to enrollthe child at school or kindergarten, and more rare referral occurred within the significant school transition period. In the remaining 3 cases, the reason for referral was a comorbid condition. Comorbid conditions identified at the moment of assessment include: ADHD documented in 4 cases, tics in 3 cases, obsessive-compulsive behaviors in 4 cases, Stereotypic Movement Disorder or Trichotilomania in 4 of the cases. Within the clinical sample, a priori expected to include relatively severe cases, a higher frequency of comorbidity was found as compared to the rates in the general population. Adjustment reactions and comorbidities occasioned the refer