Social Communication and Structural Language of Girls With High-Functioning Autism Spectrum Disorder
| Autor: | Jenny M. Burton, Amie Duncan, Sandra Grether, Noah H. Silbert, Allison Breit-Smith, Nancy A. Creaghead |
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| Rok vydání: | 2020 |
| Předmět: |
Parents
Linguistics and Language Adolescent Psychometrics Autism Spectrum Disorder Interpersonal communication Language and Linguistics Developmental psychology 03 medical and health sciences Speech and Hearing 0302 clinical medicine medicine Humans Language Development Disorders 0501 psychology and cognitive sciences Spectrum disorder Child Social Behavior Language Adaptive behavior Language Tests Intelligence quotient Communication 05 social sciences Reproducibility of Results medicine.disease High-functioning autism Autism spectrum disorder Autism Female Psychology 030217 neurology & neurosurgery 050104 developmental & child psychology |
| Zdroj: | Language, Speech, and Hearing Services in Schools. 51:1139-1155 |
| ISSN: | 1558-9129 0161-1461 |
| DOI: | 10.1044/2020_lshss-20-00004 |
| Popis: | Purpose The purpose of this study was to characterize social communication and structural language of school-age girls with high-functioning autism spectrum disorder (HF-ASD) compared to a matched group of girls who are typically developing (TD). Method Participants were 37 girls between 7;5 and 15;2 (years;months)—18 HF-ASD and 19 TD. Children completed the Test of Pragmatic Language–Second Edition (TOPL-2) and Clinical Evaluation of Language Fundamentals–Fifth Edition. Parents completed the Children's Communication Checklist–2 United States Edition (CCC-2) and Receptive and Expressive Communication subdomains of the Vineland Adaptive Behavior Scales–Second Edition. Results In the area of social communication, girls with HF-ASD earned significantly lower scores and were more often classified as having an impairment on the TOPL-2 and the CCC-2. However, 28% and 33% earned average scores on the TOPL-2 and the CCC-2, respectively. In the area of structural language, no significant differences were found between groups on Clinical Evaluation of Language Fundamentals–Fifth Edition indexes. In contrast, girls with HF-ASD earned significantly lower scores and were more often classified as having an impairment on the Vineland Adaptive Behavior Scales–Second Edition. Sixty-one percent and 83% scored below average on the Receptive and Expressive Communication subdomains, respectively. Conclusions It has been argued that girls with HF-ASD, when compared to boys with HF-ASD, may have advantages for social communication and structural language that mask their impairments. However, when compared to girls who are TD, girls with HF-ASD demonstrated impaired social communication and structural language. Clinicians should include and carefully examine multiple sources of information when assessing girls with HF-ASD. |
| Databáze: | OpenAIRE |
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