Researching Language and Reading Abilities in Autism and SLI

Language and Reading Abilities of Autism Spectrum Disorders and Specific Language Impairment Children and Their First-Degree Relatives by Kristen A. Lindgren, Susan E. Folstein, J. Bruce Tomblin, and Helen Tager-Flusberg
The research techniques used.
There were two groups of families recruited: those with children with autism spectrum disorders (ASD; N=52) and those with a child with a specific language impairment (SLI; N=36). The differences and qualities of each group. One-way ANOVA was performed to compare age groups, with Turkey-Kramer HSD tests used for post-hoc comparisons.Pearson chi-square tests were used for testing gender distribution comparisons and parental education, as determined by the use of Hollingshead scale (Lindgren et al., 2009). 
Other techniques employed include IQ tests-this was done using 4 subtests of the Wechsler Intelligence Scales via the administration to participants to evaluate intellectual ability. Secondly was language assessment which entailed the clinical evaluation of language fundamentals (CELF-III) and was administered to siblings and pro-bands. Thus the (CELF-III) is a measure developed to assess morphology, semantics, memory and syntax for language. The other method is comprehensive Test of Phonological Processing (CTOPP) is a technique that was administered to every participant and evaluates phonological processing in 3 realms: rapid naming, phonological awareness and phonological memory. 
Last but not least is Peabody Picture Vocabulary Test-3rd Edition which was given to every participant.  Thus PPVT-III examines lexical comprehension by asking subjects to choose one of 4 pictures on the basis of the examiner's statement.

Key Variables in the Hypothesis or Phenomena of Interest

The variables include language, IQ, reading abilities of SLI and ASD as well as their 1st                                                                                         degree relatives to establish whether the language challenges witnessed in some children having ASD are familial and do better comprehend the level of overlap between these disorders and their broader phenotypes. 

How the hypothesis was supported and how questions were answered

The hypothesis was supported by including families with autistic children without language impairment (ALN), families of autistic children with language impairment (ALI), and families of children with SLI. The researchers studied the proband, both parents , as well as the sibling closest in age to the proband in every family.  

Ethical considerations

The study was conducted in an ethical manner and the families were issued with a notification that the purpose of the study was investigation of inherited contributions to both autism and SLI. The families were also made to understand that once enrolled for the research, the children would be assessed both for autism and SLI. 

Alternative methods

Other methods that can be used include purposive sampling especially because humans are involved necessitating the utilization of informants, as well as techniques in selection of informants need to be discussed actively. 

Second article 

Reading in Autism Spectrum Disorders: A Literature Review
Fernandes F.D.M.  de La Higuera Amato C.A. · Cardoso C. · Navas A.L.G.P. · Molini-Avejonas D.R.

The research methods employed 

A literature review was done in the Web of Sciences and PubMed databases using the keywords 'read' and 'autism' and the 2010-2015. Every article published in the past 5 years that focused on description of and intervention for reading abilities in persons having ASD were included. 

Key Variables in the Hypothesis or Phenomena of Interest

Different profiles of reading abilities of children with ASD and the results of various intervention methods reported in the literature 

How the hypothesis was supported and how questions were answered

The hypothesis was supported by an analysis that aimed at determining which of the articles specifically focused on both reading and autism. Analysis was further done to get rid of duplicates. The articles that remained were classified into two categories: those that explained the reading abilities of individuals with ASD(n=27) and those that reported intervention procedures towards reading development (n=31). Additional inspection of the articles assisted in specification of  the details of each study, number of participants, measures of literacy skills employed and main conclusions (Amato et al., 2016).

Ethical considerations

The study observed the confidentiality clause since it was dealing with secondary data collection and not primary data collection. This study did not entail dealing with real persons and hence ethical considerations were not such a big deal the details of each study, number of participants, measures of literacy skills employed and main conclusions (Amato et al., 2016).

Alternative methods

The other best method that can be used to further the study includes judgmental sampling which entails relying on the researcher's judgment when it comes to the selection of units such as people, events, data pieces or cases that are to be studied. 

The third article

Reading skills in children diagnosed with hyperlexia: case reports by  Dionísia Aparecida Cusin Lamônica; Mariana Germano Gejão; Lívia Maria do Prado; Amanda Tragueta Ferreira

The research methods employed

The research methods employed include interview with the parents or responsible guardians, Peabody Picture Vocabulary Test (PPVT),  communicative behavior observation, School Performance Test recognition of alphabet letters and numbers, and reading comprehension (Lamonica et al., 2013). 

Key Variables in the Hypothesis or Phenomena of Interest

The key variables included alterations in other fields of language development, such as communicative behaviour, receptive vocabulary, language development, understanding of the material read, as well as altered behaviors of social adaptation, both restrictive and interactive (Lamonica et al., 2013).

How the hypothesis was supported and how questions were answered

The hypothesis was describing the reading skills of individuals with hyperlexia. To achieve this, an interview protocol comprising of the following items was done: personal data and information regarding communicative and hearing development, medical diagnosis and behavioral characteristics The participants were then assessed using the following procedures: communicative behaviour observation (CBO), Peabody Picture Vocabulary Test (PPVT). To assess the reading and writing skills, the following procedures were employed; recognizing isolated letters of the Latin alphabet and of numbers ranging from 1-10. And secondly employment of School Performance Test (SPT) so as to obtain the total score (sum of the raw scores in each subtests) (Lamonica et al., 2013).

Ethical considerations

The study employed the services of medical professionals such as child psychiatrists, neurologists and other medical practitioners. Besides, the study also ensured that none of the participants were on therapy prior to the study.  

Alternative methods

The other best method that can be used to further the study includes snowballing which entails looking for respondents who are difficult to identify and are best located through referral networks. This is the case here since individuals with hyperlexia are difficult to find, The first individuals are discovered who are then used to locate others who have similar characteristics. This further locate others with similar characteristics. 

References

Amato, F., Navas, C. , Avejonas, M.(2016). Reading in Autism Spectrum Disorders: A Literature Review. Karger Com , p1-7.
Dianosia, L., Maraiana. G., Prado, L. & Ferreira, L. (2013). Reading skills in children diagnosed with hyperlexia:. CoDAS , P1-7.
Lindgren, K., Folstein, S., Tomblin, B., Flusberg, H. (2009). Language and Reading Abilities of Children with Autism Spectrum Disorders and Specific Language Impairment and Their First-Degree Relatives. HHS Public Accss , p22-38.
Miller, A., & Smith, T. (2014). 101 tips for parents of children with autism: Effective solutions for everyday challenges.