Abstract
In a sample of 46 children aged 4–7 years with Autism Spectrum Disorder (ASD) and intelligible speech, there was no statistical
support for the hypothesis of concomitant Childhood Apraxia of Speech (CAS). Perceptual and acoustic measures of participants’
speech, prosody, and voice were compared with data from 40 typically-developing children, 13 preschool children with Speech
Delay, and 15 participants aged 5–49 years with CAS in neurogenetic disorders. Speech Delay and Speech Errors, respectively,
were modestly and substantially more prevalent in participants with ASD than reported population estimates. Double dissociations
in speech, prosody, and voice impairments in ASD were interpreted as consistent with a speech attunement framework, rather
than with the motor speech impairments that define CAS.
support for the hypothesis of concomitant Childhood Apraxia of Speech (CAS). Perceptual and acoustic measures of participants’
speech, prosody, and voice were compared with data from 40 typically-developing children, 13 preschool children with Speech
Delay, and 15 participants aged 5–49 years with CAS in neurogenetic disorders. Speech Delay and Speech Errors, respectively,
were modestly and substantially more prevalent in participants with ASD than reported population estimates. Double dissociations
in speech, prosody, and voice impairments in ASD were interpreted as consistent with a speech attunement framework, rather
than with the motor speech impairments that define CAS.
- Content Type Journal Article
- DOI 10.1007/s10803-010-1117-5
- Authors
- Lawrence D. Shriberg, Waisman Center, University of Wisconsin-Madison, Room 439, 1500 Highland Avenue, Madison, WI 53705, USA
- Rhea Paul, Child Study Center, Yale University School of Medicine, New Haven, CT USA
- Lois M. Black, Center for Spoken Language Understanding, Oregon Health & Science University, Beaverton, OR USA
- Jan P. van Santen, Center for Spoken Language Understanding, Oregon Health & Science University, Beaverton, OR USA
- Journal Journal of Autism and Developmental Disorders
- Online ISSN 1573-3432
- Print ISSN 0162-3257