PURPOSE:Prosodic synchrony differences between autistic and non-autistic individuals have been increasingly documented, but findings remain heterogeneous. This study delineates a multi-timescale profile of static and dynamic pitch synchrony in autistic children during naturalistic Mandarin caregiver-child interactions to deepen understanding of interactional characteristics in autism. METHOD:Sixty Mandarin-speaking children with autism spectrum disorder (ASD), developmental delay, or typical development (TD) participated in 10-min caregiver-child free-play interactions (20 per group). Prosodic synchrony was indexed from fundamental frequency (F0) using a multi-timescale analytical framework informed by Wynn and Borrie (2022), with dynamic time warping (DTW) for utterance alignment and pseudo-pair normalization for synchrony estimation. Analyses were performed at three timescales: turn level (adjacent caregiver-to-child utterance pairs), block level (short sequences of alternating turns separated by brief pauses), and conversation level (the full interaction). Static synchrony captured overall similarity averaged within a timescale, while dynamic synchrony captured systematic time-varying changes in synchrony over the interaction. Group effects and temporal structure were evaluated using linear mixed-effects models and generalized additive mixed models (GAMMs). RESULTS:The results indicated that children with ASD demonstrated significantly reduced static prosodic synchrony compared to their TD peers, consistently observed across turn-level (p = .005), block-level (p = .001), and conversation-level analyses (p = .005). Although dynamic synchrony was rarely observed, group-wise comparisons of smooth trajectories revealed that children with developmental disorders showed pronounced deviations in prosodic synchrony relative to their TD peers within specific temporal segments. Moreover, group differences emerged in trajectory variability, with the ASD group showing greater range and standard deviation of dynamic synchrony trajectories (p < .001). CONCLUSIONS:The results offer a multi-scale behavioral profile of prosodic synchrony in neurodevelopmental conditions. Turn-level synchrony may be informative for early screening, and dynamic-trajectory variability may support differential characterization and intervention tracking. SUPPLEMENTAL MATERIAL:https://doi.org/10.23641/asha.32867315.

This study examined the spontaneous play behaviors of Mandarin-speaking preschool children with autism spectrum disorder (ASD), developmental delay (DD), and typical development (TD) during naturalistic parent-child interactions. Ninety children aged 36-72 months (30 per group) participated in a 15-min parent-child free-play session, and a standardized 10-min segment from each session (minutes 3-13) was coded and analyzed. Play behaviors were coded using a fine-grained developmental framework and analyzed using both unidimensional (duration and frequency) and multidimensional (variety, highest mastered play level and weighted average mastered play levels) indicators. After adjusting for FSIQ, spontaneous play duration (F(2, 86) = 14.54, p < 0.001, η 2 = 0.25) and weighted average mastered play level (WA-MPL; F(2, 86) = 3.67, p = 0.03, η 2 = 0.08) differentiated the ASD group from both the TD and DD groups. In contrast, symbolic play in this naturalistic context was more closely associated with cognitive level than with diagnostic status. At the subcategory level, Varied Action Sequences (VS) emerged as a particularly informative high-level form of pre-symbolic play: children with ASD showed lower VS frequency than both TD and DD peers, and reduced VS variety relative to the DD group. These findings underscore the importance of multidimensional assessment and fine-grained coding for capturing distinct play profiles in ASD and informing developmentally appropriate intervention targets.

PURPOSE:Research investigating the characteristics of expressive vocabulary in children with autism spectrum disorder (ASD) is limited, particularly in cross-linguistic contexts. This study aimed to systematically identify the characteristics of expressive vocabulary in 3- to 6-year-old Mandarin-speaking children with ASD. METHODS:We analyzed 10-min spontaneous language samples from parent-child free play sessions involving 21 children with ASD, 18 developmentally matched children with developmental delay (DD), and 15 chronologically age-matched typically developing (TD) children. The analysis was based on the grammatical characteristics of Mandarin. RESULTS:All three groups demonstrated a preference for verbs. Children in the ASD group showed a significantly lower number of tokens and types than those in the TD group in 11 content word categories and five function word categories. The ASD group exhibited greater similarities with the DD group in most vocabulary categories regarding the number of tokens, types, and type-to-token ratio (TTR) but still displayed subtle differences. Notably, the ASD group had a significantly higher total TTR than the TD and DD groups. The number of types of common nouns, number of tokens of pronouns were significantly lower in the ASD group than in the DD group. CONCLUSION:These preliminary findings suggest that the language development of TD children is reflected in standardized tests and vocabulary expression in spontaneous language samples compared to children with ASD. Additionally, the qualitative differences in expressive vocabulary between the DD and ASD groups indicate that children with ASD may exhibit atypical vocabulary learning mechanisms.

Purpose: The current study aimed to examine the similarities and differences in vocal characteristics between Mandarin-speaking 36-72-month-old children with autism spectrum disorder (ASD), children with developmental delay (DD), and typically developing (TD) children. Methods: We analyzed vocal characteristics during parent-child free play. Video and audio samples were collected from 21 children with ASD, 18 children with DD matched groupwise for developmental level, and 15 TD children matched groupwise for chronological age. Results: Compared to children in the DD and TD groups, children with ASD exhibited a significantly higher proportion of nonspeech vocalizations (NSV, p<0.01), atypical vocalizations (ATY, p<0.001), noncommunicative vocalizations (NCV, p<0.001), and no response to others (NR, p<0.001). These four metrics were significantly correlated with children's performance on the developmental evaluation and intelligence test. Receiver operating characteristic analyses indicated that the area under the curve (AUC) ranged from 0.871-0.978, with moderate accuracy, when using these four metrics to differentiate between children with ASD and TD children; this value improved to 1.000 with high accuracy when combining the four metrics. The AUC ranged from 0.747-0.820 when using the four metrics to differentiate children with ASD from those with DD and improved to 0.857 when combining the four metrics. Conclusion: These preliminary data suggest that vocal communication and vocal atypicality may be unique features of children with minimally verbal ASD and that the four metrics-NSV, ATY, NCV, and NR-have the potential to be ASD behavioral markers in screening and diagnosis.

Research on the phonological development of children with autism spectrum disorder (ASD) has not yet reached consistent conclusions, and systematic studies from different language groups are needed. This study aimed to systematically investigate the characteristics of phonological development in 3–6 year-old Mandarin-speaking children with ASD. We analyzed 10 min speech samples from 21 children with ASD, 18 development level-matched children with developmental disorders (DD), and 15 chronological age-matched typically developing (TD) children during semi-structured parent–child free play based on Mandarin phonological features. The children with ASD had a significantly smaller inventory than those with TD on the initial and final inventories. The children with ASD had only a significantly smaller initial inventory than those with DD in Phases 2 and 4. Compared with TD children, children with ASD used a higher proportion of V1 and V1V2C and a smaller proportion of V1V2V3, CV1C, and CV1V2C. No significant differences existed between ASD and DD children in the proportion of any syllable structure, but V1V2V3, CV1, and CV1V2C numbers were significantly fewer than in DD children. Children with ASD were significantly greater than children with TD in the diversity of V1V2, CV1, and overall syllables. ASD children had significantly fewer different types of syllables in both V1V2C and CV1 than did DD children and significantly greater diversity in CV1 and overall syllables than did DD children. These preliminary data suggest that the gap between TD and ASD children’s language abilities increased with age, and this gap was reflected in initial, final, and syllable complexity and diversity. Children with DD and ASD showed similar language abilities, and children with DD showed detailed differences from those with ASD regarding initial, syllable complexity and diversity.

ObjectiveThis study aimed to investigate differences in mind-reading abilities between children with autism and typically developing children across various tasks.MethodsSixteen children with autism (aged 5-8 years) were compared to 16 typically developing children matched in language ability. The unexpected location task and unexpected content task were used to assess implicit and explicit mind-reading abilities using an eye tracker and illustrated storybooks.ResultsFor implicit mind, using differential looking scores shows a no significant difference between the scores of children with autism and typically developing children in the implicit tasks (P=0.399). However, the pupil size show some significant difference between two groups. Second, for the explicit, a significant difference between the scores of children with autism and typically developing children in the explicit tasks (P=0.006). Additionally, only a significant correlation between implicit and explicit mind-reading abilities in children with autism in the unexpected location task was found.ConclusionThe mechanism of implicit mind-reading still not very clear. Pupil-Linked arousal response can be consider as a further tool. Further research on implicit and explicit mind-reading abilities is warranted.

语言障碍对儿童的学习、社交甚至整个家庭生活质量形成巨大影响,在发展关键期内对语言障碍儿童给予及时、系统、有效地干预极为关键.目前我国语言障碍儿童的康复尚处于初创阶段,相关康复理论与方法缺乏系统梳理.语言康复训练实践中存在内容随机、策略非递进性及方法不明确性等问题.本文阐述了华东师大阶梯式儿童语言康复模式设计的理论基础、内容和原则,为儿童语言康复提供简明的康复思路和框架.

Speech imagery not only plays an important role in the pre-processing mechanism of the brain,but it is also the latest technology in the field of brain-computer interface（BCI） research. The theoretical model of speech imagery, activation of brain regions, and neural conduction pathways all have many similarities with speech production. However, the brain activation mechanism of speech disorders, as well as imagining contents with complex semantics is different from speech production. Given the complexity of the human speech system, research on the neural mechanisms of speech imagery still faces a series of challenges. Future research can be focused on evaluation tools of speech imagery quality and neural decoding paradigm, brain control circuits, activation pathways, speech imagery mechanism of speech impaired groups, and brain neural signals of word and sentence imagination. Further exploration will help provide a basis for effectively improving the recognition rate of BCI and facilitating communication in speech disorders.

目的 基于世界卫生组织康复胜任力架构(RCF)构建教育康复专业RCF(SER-RCF),开发面向职业胜任力的课程体系. 方法 运用RCF理论和方法分析教育康复学本科层次人才的胜任力要求并开发课程. 结果 基于RCF的人才培养是一种能力本位和成果导向的教育.SER-RCF围绕核心价值观与信念,整合了教育康复专业工作所需的专业精神、实践、学习与发展、管理与领导力以及研究等领域的胜任力和活动,并设计与之相对应的教育康复学专业人才培养目标:明德守正、身心健康、基础扎实、持续发展、合作乐群、反思探究.对标SER-RCF,开发了教育康复学专业的康复类核心课程、教育心理类课程和实践类课程. 结论 基于RCF构建的教育康复学课程体系既是对新文科、新医科建设理念的落实,也能有效衔接康复高等教育的国际标准,有助于培养复合型、国际型的专业人才,提升教育康复专业人员的胜任力.

采用 2(儿童类别:孤独症儿童、普通儿童)×2(绘本题材:虚构类绘本、非虚构类绘本)×2(信息类型:明显信息、隐含信息)三因素混合实验设计,探究语言年龄为 4-6 岁的孤独症儿童的绘本阅读理解能力.结果表明,孤独症儿童的绘本阅读理解测试得分显著低于语言年龄匹配的普通儿童;孤独症儿童的绘本阅读理解受到绘本题材和信息类型的影响,孤独症儿童在非虚构类绘本上的阅读理解测试得分显著高于虚构类绘本,明显信息的得分显著高于隐含信息.孤独症儿童绘本阅读理解能力的不足可运用心理理论、弱中央统合理论进行解释.

目的 探究孤独症儿童空间方位语言的理解与表达行为特征.方法 设计含"到"字句理解与表达能力的三级阶梯测试表,内容包括一般主谓句、附带位移目的 的连谓句、附带位移方式的连谓句.2022年3月至6月,选择17例特殊教育学校孤独症患儿,以及17例Peabody图画词汇测验中文修订版成绩匹配的幼儿园健康儿童,进行"到"字句理解和表达测试,分析患儿的典型错误行为.结果 "到"字句的理解和表达,句式层级主效应(F>3.718,P<0.05)和儿童类型主效应(F>8.782,P<0.001)均显著,复杂句式、患儿的成绩更差.患儿常见的错误表达类型为成分缺失、句式杂糅、自主句式、用词不准、内容不符、混合错误和无反应,错误类型数及分布均与健康儿童不同.结论 孤独症患儿"到"字句的理解和表达能力低于语言能力匹配的健康儿童,主要表现为错误频次更高、错误类型更加多样.

BackgroundTemporal processing deficits regarding audiovisual cross-modal stimuli could affect children’s speed and accuracy of decoding.AimTo investigate the characteristics of audiovisual temporal sensitivity (ATS) in Chinese children, with and without developmental dyslexia and its impact on reading ability.MethodsThe audiovisual simultaneity judgment and temporal order judgment tasks were performed to investigate the ATS of 106 Chinese children (53 with dyslexia) aged 8 to 12 and 37 adults without a history of dyslexia. The predictive effect of children’s audiovisual time binding window on their reading ability and the effects of extra cognitive processing in the temporal order judgment task on participants’ ATS were also investigated.Outcomes and resultsWith increasing inter-stimulus intervals, the percentage of synchronous responses in adults declined more rapidly than in children. Adults and typically developing children had significantly narrower time binding windows than children with dyslexia. The size of visual stimuli preceding auditory stimuli time binding window had a marginally significant predictive effect on children’s reading fluency. Compared with the simultaneity judgment task, the extra cognitive processing of the temporal order judgment task affected children’s ATS.Conclusion and implicationsThe ATS of 8–12-year-old Chinese children is immature. Chinese children with dyslexia have lower ATS than their peers.

社交(语用)沟通障碍(social pragmatic communication disorder,SCD)是精神疾病诊断和统计手册第五版(the diagnostic and statistical manual of mental disorders,DSM-V)中一种新的诊断类别.为探讨社交(语用)沟通障碍对临床工作的影响,本文梳理了社交(语用)沟通障碍术语的发展历程、DSM-V将其单列的原因,以及目前社交(语用)沟通障碍常用的临床诊断方法,结果表明虽然目前社交(语用)沟通障碍诊断标准还存有争议,但其引入为临床中介于语言障碍和自闭症谱系障碍的边缘人群提供了更多参考依据.

BACKGROUND:Pitch perception and pitch matching may link to individual reading skills.OBJECTIVE:In this study, we examined pitch perception and pitch matching tasks in children with learning disabilities to determine whether there was any connection between these tests and the reading fluency in these children.METHOD:The study used different types of pitch discrimination tests and reading fluency tests to compare the two groups.RESULTS:Results indicated that the accuracy of pitch discrimination and reading fluency was significantly different in these children with learning disabilities relative to typically developing children. This study also indicated that they exhibit impaired pitch matching, which linked to their reading skills.CONCLUSION:The results indicate that processing and production of speech may be impacted by individuals' musical pitch perception and matching ability. The results may also give us a piece of evidence that we need further research on how these deficits in musical pitch perception affect our speech and language production in children and adults.

对上海市一所小学624名学生进行阅读障碍的成分模型诊断和差异模型诊断,并将两次诊断结果进行对比分析.研究发现:采用成分模型,阅读障碍者检出率为9.94％,其中,单词识别障碍、普通认知缺陷、阅读理解障碍三种亚类型的检出率分别为3.37％、0.64％和5.93％;差异模型的阅读障碍者检出率为9.94％;成分模型不存在检出率过高的现象;成分模型与差异模型诊断重合率为27.42％.

People with dyslexia show time delay in attention transition, which has been widely concerned by researchers in the past decade. An attentional blink is an ideal tool for studying how visual attention allocates resources during reading, but there are differences between the results. This study used meta-analysis to find significant differences in an attentional blink between people with dyslexia and regular reading groups. Children with dyslexia may significant difference between the study, suggest that dyslexic persons who may have developmental and structural defects coexist; a correlation between attentional blink with some reading ability, suggest attentional blink detachment may be predictive; at the same time, it said that the start time of stimulation flow is significantly correlated with the attention of individual attention. The longer the start-up time, the lower the transient release effect, suggesting that this distribution mechanism can be further concerned in the future.

言语短时记忆障碍在唐氏综合征(DS)儿童中广泛存在,这一障碍会影响DS儿童的认知和语言能力的发展.本文系统地梳理了国内外DS儿童言语短时记忆的特征、影响因素及干预策略的研究,评析了已取得的成果及有待深入研究之处,以期为DS儿童言语短时记忆的理论研究和实践干预提供参考.

阅读成份理论模型认为,阅读的核心是理解.理解的过程主要由解码和语言理解两个独立的成份组成.本文阐述了阅读成分理论模型的主要影响因素,并从语音意识、词汇、流利性及文本理解4个维度对听障儿童阅读策略提出建议.

国外的一些研究表明,对学业不良儿童的学校教育提供支撑,可以有效改善儿童的学业成就感.结合我国国情和实际应用场景,探讨现代计算机技术对我国学业不良儿童学校教育的应用前景,希望引起更多专业人士的关注及深入探讨.