Social Communication and pragmatic skills of children with Autism Spectrum Disorder and Developmental Language Disorder
Simone Vasconcelos Rocha Hage; Lidiane Yumi Sawasaki; Yvette Hyter; Fernanda Dreux Miranda Fernandes
Abstract
Purpose: to assess the pragmatic and social communicative abilities of children with Typical Language Development (TLD), Autism Spectrum disorder (ASD) and Developmental Language Disorder (DLD). Methods: Participants were 40 parents and 29 teachers of 40 children ages between 3 and 6 years. Ten children had DLD, ten had ASD and 20 had typical development. All participants answered to the questionnaire of the “Assessment of Pragmatic Language and Social Communication – APLSC – parent and professional reports – beta research version. Data were submitted to statistical analysis. Results: The assessment tool was useful in identifying the difference in performance of children with different social communicative profiles. Conclusion: Children with ASD presented social and pragmatic impairments that were more significant than those presented by children with DLD. However, both children with ASD and with DLD presented more social pragmatic difficulties than children with TLD.
Keywords
Referencias
1. Roberts MY, Curtis PR, Sone BJ, Hampton LH. Association of parent training with child language development – a systematic review and metaanalysis. JAMA Pediatr. 2019;173(7):6771-680. http://dx.doi.org/10.1001/ jamapediatrics.2019.1197.
2. American Psychiatry Association. DSM-5. Diagnostic and statistical Manual of Mental Disorders. Washington: American Psychiatry Association Publishing Inc: 2013.
3. Hyter YD, Salas-Provance MB. Culturally responsive practices in speech, language and hearing sciences. San Diego: Plural Publishing; 2017.
4. Blume J, Wittke K, Naigles L, Mastergeorge AM. Language growth in young children with autism: interactions between language production and social communication. J Autism Dev Disord. 2021;51(2):644-65. http:// dx.doi.org/10.1007/s10803-020-04576-3. PMid:32588273.
5. Gillon G, Hyter Y, Fernandes FD, Ferman S, Hus Y, Petinou K, et al. International survey of speech-language pathologist’s practices in working with children with autism spectrum disorder. Folia Phoniatr Logop. 2017;69(1-2):8-19. http://dx.doi.org/10.1159/000479063. PMid:29248908.
6. Segeren L, Fernandes FDM. Correlation between Verbal Communication of Children with Autism Spectrum Disorders and the Level of Stress of their Parents. Audiol Commun Res. 2016;21:e1611. http://dx.doi. org/10.1590/2317-6431-2015-1611.
7. Hyter Y, Vogindroukas I, Chelas EN, Paparizos K, Kivrakidou E, Kaloudi V. Differentiating autism from typical development: preliminary finfigns of greek versions of a Pragmatic Language and Social Communication Questionnaire. Folia Phoniatr Logop. 2017;69(1-2):20-6. http://dx.doi. org/10.1159/000479277. PMid:29248927.
8. Andrés-Roqueta C, Katsos N. A distinction between linguistic- and socialpragmatics helps the precise characterisation of pragmatic challenges in children with Autism Spectrum Disorders and Developmental Language Disorder. J Speech Lang Hear Res. 2020;63(5):1494-508. http://dx.doi. org/10.1044/2020_JSLHR-19-00263. PMid:32379523.
9. Bishop DV. Ten questions about terminology for children with unexplained language problems. Int J Lang Commun Disord. 2014;49(4):381-415. http://dx.doi.org/10.1111/1460-6984.12101. PMid:25142090.
10. Hage SRV, Nicolielo AP, Guerreiro MM. Deficit in phonological working memory: a psycholinguistic marker in portuguese speaking children with specific language impairment? Psychology (Irvine). 2014;5(5):380-8. http://dx.doi.org/10.4236/psych.2014.55049.
11. Frizelle P, Harte J, O’Sullivan K, Fletcher P, Gibbon F. The relationship between information carrying words, memory and language skills in school age children with specific language impairment. PLoS One. 2017;12(7):e0180496. http://dx.doi.org/10.1371/journal.pone.0180496. PMid:28672043.
12. Varanda CA, Mendes ECCS, Aulicino MG, Fernandes FDM. Linguagem e habilidades socioemocionais na infância. São Paulo: Appris; 2020.
13. Löytömäki J, Ohtonen P, Laakso ML, Huttunen K. The role of linguistic and cognitive factors in emotion recognition difficulties in children with ASD, ADHD or DLD. Int J Lang Commun Disord. 2020;55(2):231-42. http://dx.doi.org/10.1111/1460-6984.12514. PMid:31797474.
14. Santos THF, Cortez ACM, Sauini G, Nascimento ACCD, Fernandes FDM. Portuguese adaptation of Shulman’s test of pragmatic skills. CoDAS. 2018;30(1):e20170036. http://dx.doi.org/10.1590/2317-1782/20182017036. PMid:29513869.
15. Amato CAH, Molini-Avejonas DR, Varanda CA. Information and Impression Regarding ASD – Questionnaire Answered by Foreigners Living in Brazil. In: Fernandes FDM. Advances in speech pathology. London: IntechOpen; 2017. p. 137-149. http://dx.doi.org/10.5772/66241.
16. Balestro JI, Fernandes FDM. Caregivers’ perception of children with Autism Spectrum Disorder regarding to the communicative profile of their children after a communicative orientation program. CoDAS. 2019;31(1):e20170222. http://dx.doi.org/10.1590/2317-1782/20182018222. PMid:30843922.
17. Hyter YD, Applegate EB. Assessment of Pragmatic Language and Social Communication (APLS): Parent Report. Kalamazoo, MI: MSU; 2012. (Beta Research Version, not for distribution).
18. Vitaskova K, Kytnarova L. The role of speech and language therapist in autism spectrum disorders intervention – an inclusive approach. In: Fernandes FDM. Advances in speech pathology. London: IntechOpen; 2017. p. 355-70.
19. Westerveld M, van Bysterveldt AK. The Home literacy environment of preschool age children with autism or Down Syndrome. Folia Phoniatr Logop. 2017;69(1-2):43-53. http://dx.doi.org/10.1159/000475840. PMid:29248917.
20. Sun IYI, Varanda CA, Fernandes FD. Stimulation of executive functions as part of the language intervention process in children with autism spectrum disorder. Folia Phoniatr Logop. 2017;69(1-2):78-83. http://dx.doi. org/10.1159/000479586. PMid:29248909.
21. Wray C, Saunders N, McGuire R, Cousins G, Norbury CF. Gesture production in language impairment: it’s quality, not quantity, that matters. J Speech Lang Hear Res. 2017;60(4):969-82. http://dx.doi.org/10.1044/2016_ JSLHR-L-16-0141. PMid:28359082.
22. Pua EPK, Lee MLC, Rickard Liow SJ. Screening bilingual preschoolers for language difficulties: utility of teacher and parent reports. J Speech Lang Hear Res. 2017;60(4):950-68. http://dx.doi.org/10.1044/2016_JSLHR-L-16-0122. PMid:28297001.
23. Tumanova T, Filicheva T. Russian scientific trends on specific language impairment in childhood. In: Fernandes FDM. Advances in speech pathology. London: IntechOpen; 2017. p. 37-53. 24. Conti-Ramsden G, Botting N. Social difficulties and victimization in children with SLI at 11 years of age. J Speech Lang Hear Res. 2006;47(1):145-61. http://dx.doi.org/10.1044/1092-4388(2004/013). PMid:15072535.
Facebook
Google+
Twitter
LinkedIn
Mendeley
StumbleUpon
CiteULike
Reddit
Email