Define language impairments in a subgroup of children with autism spectrum disorder.

Describe how these research initiatives can be translated into evidence-based practice in your work environment.
December 19, 2020
Show the relevant choices for this student.
December 19, 2020
Language Deficits in Autism Spectrum Disorder

1- Co‐morbidity of autism and SLI: kinds, kin and complexity

https://onlinelibrary-wiley-com.libaccess.senecacollege.ca/doi/full/10.1111/j.1460-6984.2011.00017.x

2- Evidence for shared deficits in identifying emotions from faces and from voices in autism spectrum disorders and specific language impairment: Autism, SLI and emotion recognition

https://onlinelibrary-wiley-com.libaccess.senecacollege.ca/doi/full/10.1111/1460-6984.12146

3- Autism Spectrum Disorder, Language Disorder, and Social (Pragmatic) Communication Disorder: Overlaps, Distinguishing Features, and Clinical Implications: Autism, SLI, and social communication disorder

https://aps-onlinelibrary-wiley-com.libaccess.senecacollege.ca/doi/full/10.1111/ap.12222

4- Loss of language in early development of autism and specific language impairment

https://acamh-onlinelibrary-wiley-com.libaccess.senecacollege.ca/doi/full/10.1111/j.1469-7610.2008.02032.x

5- Language-association cortex asymmetry in autism and specific language impairment

https://onlinelibrary-wiley-com.libaccess.senecacollege.ca/doi/full/10.1002/ana.20275

6-Speech perception and phonological short-term memory capacity in language impairment: preliminary evidence from adolescents with specific language impairment (SLI) and autism spectrum disorders (ASD)

https://pubmed.ncbi.nlm.nih.gov/20131963/

7- Statistical Learning in Specific Language Impairment and Autism Spectrum Disorder: A Meta-Analysis

https://go-gale-com.libaccess.senecacollege.ca/ps/i.do?p=AONE&u=king56371&id=GALE|A461405961&v=2.1&it=r

8-Defining language impairments in a subgroup of children with autism spectrum disorder

Tager-Flusberg, H. (2015). Defining language impairments in a subgroup of children with autism spectrum disorder. Science China. Life Sciences, 58(10), 1044–1052.

https://doi.org/10.1007/s11427-012-4297-8

Your paper should be between 6 and 16 pages including title page, and APA formatted reference page

You should pick a topic related to language or literacy development from the list provided and find 6-8 closely related empirical journal articles. The journal articles you find will give information to support, refute, or qualify the main idea in your paper. These journal articles must be from peer-reviewed journals and must be reporting empirical findings (empirical journal articles will have a method section and a results section). You should avoid using articles that report secondary analyses such as meta-analytic reports or reviews. Researched resources cannot be older than 2000. However, if you find a particularly relevant older article, and need approval to use it, you can bring it to the instructor for approval.

The content of your literature reviewmust include each of the following three components:

1) Introduction (1 to 2 Paragraphs)

The introduction will describe the topic related to language or literacy development, the research reported in the selected articles, and will explains the importance or relevance of the topic. You should take a position supporting, refuting, or qualifying the results of the studies presented in the selected readings, and support your position based on the evidence from the results of the empirical research articles you have researched. This is your thesis. This thesis does not need to be complicated or entirely novel, but it should be stated very clearly and explicitly. The thesis paragraph should include an explicit statement of a thesis, and a concise overview of the argument you are making using the results of the research (including citations for at least 3 articles you use will use, probably in parentheses).

2) Body (3 to 10 pages – depending on group size)

In the body of your paper you should connect your ideas (major points) in a logical argument. Focus your discussion on how the results of the studies relate to the topic you are researching. Do not simply copy the abstracts. Avoid citing information from the introduction section (ideas that refer to other cited papers). For each study, make sure there are clear connections to your thesis and clear connections to the other studies. Report the method used (what was done), the results (what was found), and the conclusions. Each major idea related to the five studies should be approximately half a page to one page in length.

To help you frame your thinking:

Consider what the research was intending to do.

What was their methodology? (how many and what age are participants, what was procedure, what was measured, etc.)

What was their finding (result)? (summarized in words and not using statistical jargon)

  • How is it related to other findings and to your thesis?
  • What else should be considered?

Make sure you make the connections between the studies clear (connect the ideas with a sentence or two at the beginning or end of each paragraph).

3) Summary & conclusion

Write a summary paragraph.  You summary will be very similar and style and content to your introduction/thesis paragraph.  Include citations to at least 3 sources again. Draw conclusions in your final paragraph. What has been learned about this topic and, if applicable, what other points merit further investigation?

Your essay needs to be written in APA format with APA format citations, references, title page, and page formatting. See the paper rubric for possible APA format deductions. Using MSWord APA template (6th edition) as a starting point can be helpful.

Plagiarism will not be tolerated.  Failing to cite sources is considered plagiarism and will be reported as a violation of the Academic Integrity Policy. Failing to use proper format for direct quotes (failing to use quotation marks and page numbers) will result in a deduction of 10 to 20% of your total assignment grade.  Other citation errors including failure to use secondary citations will also result in smaller deductions up to 10%.

BCD610 – Grading Rubric for Literature Review (40% of final grade).

GRADE A Excellent B Meets Expectations C-D Adequate/Weak F Very Poor
Introduction (15%)

Presents a clear thesis and outline of paper.

– Thesis statement clearly presented.

– Clearly outlines the paper’s organization and the support for the thesis is well defined (including citations to at least 3 studies).

– Makes the topic sound interesting/important.

– Thesis statement presented.

– Outlines the paper’s organization and the support for the thesis is apparent (including citations to at least 3 studies).

– Introduces the topic.

– Thesis statement not clear and/or

– paper’s organization not outlined or not including reference to 3 studies and/or

– Does not introduce the topic.

– No thesis and no outline of paper’s organization and/or

– No introduction of the topic.

Body (35%)

Describe all empirical research studies

– Successfully outlines each research study clearly describing relevant aspects of methods and important findings. Quality of the connections of each piece of research to the topic is exceptional. – Adequately outlines each research study describing relevant aspects of methods and important findings. -Attempts to outline each research study describing methods and findings but missing key elements or including irrelevant details. – Little or no attempt to describe method and finding of research studies or references non-empirical research.
Integration of ideas and your own thinking(15%)

– analysis and insight

-Provides exceptional and thought provoking analysis.

– Connections between studies presented are clearly identified.

– Ideas are all clearly related to thesis.

– Connections between studies presented are made.

– Ideas are all related to thesis.

– Analysis is adequate but not thought provoking.

– Connections between studies presented are not clear and/or

– Ideas are not all related to thesis and/or

– Offers very little personal analysis.

– Connections between studies presented are not made and/or

– Ideas are not at all related to thesis and/or

– Offers no personal analysis.

Conclusion (15%)

Presents a clear wrap-up of paper.

– Clearly summarizes the support for the thesis (including citations to at least 3 studies).

– Points out other possible directions for future research.

– Clearly summarizes the support for the thesis (including citations to at least 3 studies). – attempts to summarizes the support for the thesis but not entirely clear or not including reference to 3 studies – No conclusion or very limited attempt to summarize paper and/or conclusion not related to what was previously written.
Quality of Writing (10%)

– High standards in writing demonstrated (concise, clear, professional)

Writing is clear, concise, and well organized with excellent sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are almost no spelling, grammar, or syntax errors. Writing is mostly clear, concise, and well organized with good sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are very few spelling, grammar, or syntax errors. Writing is unclear and/or disorganized. AND/OR thoughts are not expressed in a logical manner AND/OR there are many spelling, grammar, or syntax errors. Writing is unclear and disorganized. Thoughts ramble and leaves the reader confused AND/OR there are numerous spelling, grammar, or syntax errors throughout the paper.
APA Format (10%)

– Follows APA format for reference page, citations, title page, and overall page formatting

All APA format rules applied correctly to a high standard. Minor APA errors but generally a good standard. Many APA errors but attempts to include APA format citations and reference page. An adequate to weak attempt at formatting. No attempt to use APA formatting of citations or reference page. No format followed or another format used (MLA, etc.). Poor APA formatting.

Please Note: Additional Penalties will apply for plagiarism or incorrect formatting of quotes or secondary citations.

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