Defining language phenotypes in autism

By Helen Tager-Flusberg. 2006

264 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Genetics

View Paper: https://www.semanticscholar.org/paper/48befefe621495339b6c23bd31dbdae295be8f19

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Kate Nation
2. H. Delage
3. Courtenay Norbury
4. Stéphanie Durrleman

In Developmental and Educational Psychology

1. Kate Nation
2. Courtenay Norbury
3. H. Delage
4. Stéphanie Durrleman
5. K. Cain
6. Y. Chiu
7. Y. Kim

In Genetics

1. Kate Nation
2. H. Delage
3. Courtenay Norbury
4. Stéphanie Durrleman

Citations in the corpus

• Understanding Variability in Reading Comprehension in Adolescents With Autism Spectrum Disorders: Interactions With Language Status and Decoding Skill (2011, background): “Furthermore, verbal ability was defined by cutoff scores on a receptive vocabulary test rather than by identifying children with a language impairment phenotype, as is current practice (cf. Tager-Flusberg, 2006).”
• Autism Spectrum Disorder and Specific Language Impairment: Overlaps in Syntactic Profiles (2016, methodology): “…variation in the language abilities of ASD are considerable, and upon closer inspection a subgroup of children with spared grammatical capacities emerges (Roberts, Rice & Tager-Flusberg 2004; Tager-Flusberg 2006; Kjelgaard & Tager-Flusberg 2010; Perovic, Modyanova & Wexler 2013; Terzi et al. 2014).”