Assessing pragmatic language difficulties using the Revised Children's Communication Checklist-2. Exploratory structural equation modeling and associations with restricted and repetitive behaviors / Jennifer KEATING in Autism Research, 17-3 (March 2024)  

Public ISBD [article]  inAutism Research > 17-3 (March 2024) . - p.584-595 Titre : Assessing pragmatic language difficulties using the Revised Children's Communication Checklist-2. Exploratory structural equation modeling and associations with restricted and repetitive behaviors Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer KEATING, Auteur ; Mirko ULJAREVI?, Auteur ; Stephanie H. M. VAN GOOZEN, Auteur ; Kirsten ABBOT-SMITH, Auteur ; Dale F. HAY, Auteur ; Susan R. LEEKAM, Auteur Article en page(s) : p.584-595 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract In this paper, we investigated the psychometric properties of the Child Communication Checklist-Revised (CCC-R) for the first time with an English-speaking sample. We used a confirmatory application of exploratory structural equation modeling (ESEM) to re-evaluate the CCC-R's psychometric properties. We found strong support for its use as an assessment for pragmatic and structural language. Our second main aim was to explore associations between pragmatic and structural language and restricted and repetitive behaviors (RRBs), two hallmark characteristics of autism. We used the CCC-R and Repetitive Behavior Questionnaire (RBQ-2) to investigate these associations in a diverse non-clinical sample of children, taking a transdiagnostic approach. We intentionally excluded autism and other neurodevelopmental diagnoses to test, (1) the CCC-R in a broad sample and (2) the association between pragmatic language and RRB in children not already selected for that association. The sample comprised two groups of children, one was community sampled (n = 123) and the other (n = 143) included children with non-specific behavioral, emotional and/or cognitive difficulties referred to an assessment unit by schools. We found clear associations between pragmatic language difficulties and RRBs in both groups. Regression analysis showed that pragmatic language was the only significant contributor to RRBs even after Grammatical-Semantic score, age, sex, and socioeconomic status were controlled. The pattern was the same for both recruitment groups. However, the effects were stronger for the school-referred group which also had more pragmatic difficulties, grammatical-semantic difficulties and RRBs. A robust link between pragmatic language and RRBs, established in autism, has continuity across the broader non-clinical population. En ligne : https://doi.org/10.1002/aur.3100 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525 [article] Assessing pragmatic language difficulties using the Revised Children's Communication Checklist-2. Exploratory structural equation modeling and associations with restricted and repetitive behaviors [Texte imprimé et/ou numérique] / Jennifer KEATING, Auteur ; Mirko ULJAREVI?, Auteur ; Stephanie H. M. VAN GOOZEN, Auteur ; Kirsten ABBOT-SMITH, Auteur ; Dale F. HAY, Auteur ; Susan R. LEEKAM, Auteur . - p.584-595. Langues : Anglais (eng) in Autism Research > 17-3 (March 2024) . - p.584-595 Index. décimale : PER Périodiques Résumé : Abstract In this paper, we investigated the psychometric properties of the Child Communication Checklist-Revised (CCC-R) for the first time with an English-speaking sample. We used a confirmatory application of exploratory structural equation modeling (ESEM) to re-evaluate the CCC-R's psychometric properties. We found strong support for its use as an assessment for pragmatic and structural language. Our second main aim was to explore associations between pragmatic and structural language and restricted and repetitive behaviors (RRBs), two hallmark characteristics of autism. We used the CCC-R and Repetitive Behavior Questionnaire (RBQ-2) to investigate these associations in a diverse non-clinical sample of children, taking a transdiagnostic approach. We intentionally excluded autism and other neurodevelopmental diagnoses to test, (1) the CCC-R in a broad sample and (2) the association between pragmatic language and RRB in children not already selected for that association. The sample comprised two groups of children, one was community sampled (n = 123) and the other (n = 143) included children with non-specific behavioral, emotional and/or cognitive difficulties referred to an assessment unit by schools. We found clear associations between pragmatic language difficulties and RRBs in both groups. Regression analysis showed that pragmatic language was the only significant contributor to RRBs even after Grammatical-Semantic score, age, sex, and socioeconomic status were controlled. The pattern was the same for both recruitment groups. However, the effects were stronger for the school-referred group which also had more pragmatic difficulties, grammatical-semantic difficulties and RRBs. A robust link between pragmatic language and RRBs, established in autism, has continuity across the broader non-clinical population. En ligne : https://doi.org/10.1002/aur.3100 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525

Conversational topic maintenance and related cognitive abilities in autistic versus neurotypical children / Kirsten ABBOT-SMITH in Autism, 29-3 (March 2025)  

Public ISBD [article]  inAutism > 29-3 (March 2025) . - p.684-697 Titre : Conversational topic maintenance and related cognitive abilities in autistic versus neurotypical children Type de document : Texte imprimé et/ou numérique Auteurs : Kirsten ABBOT-SMITH, Auteur ; Danielle MATTHEWS, Auteur ; Colin BANNARD, Auteur ; Joshua NICE, Auteur ; Louise MALKIN, Auteur ; David WILLIAMS, Auteur ; William HOBSON, Auteur Article en page(s) : p.684-697 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Keeping a conversation going is the social glue of friendships. The DSM criteria for autism list difficulties with back-and-forth conversation but does not necessitate that all autistic children will be equally impacted. We carried out three studies (two ... En ligne : https://dx.doi.org/10.1177/13623613241286610 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Conversational topic maintenance and related cognitive abilities in autistic versus neurotypical children [Texte imprimé et/ou numérique] / Kirsten ABBOT-SMITH, Auteur ; Danielle MATTHEWS, Auteur ; Colin BANNARD, Auteur ; Joshua NICE, Auteur ; Louise MALKIN, Auteur ; David WILLIAMS, Auteur ; William HOBSON, Auteur . - p.684-697. Langues : Anglais (eng) in Autism > 29-3 (March 2025) . - p.684-697 Index. décimale : PER Périodiques Résumé : Keeping a conversation going is the social glue of friendships. The DSM criteria for autism list difficulties with back-and-forth conversation but does not necessitate that all autistic children will be equally impacted. We carried out three studies (two ... En ligne : https://dx.doi.org/10.1177/13623613241286610 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

How set switching affects the use of context-appropriate language by autistic and neuro-typical children / L. MALKIN in Autism, 25-8 (November 2021)  

Public ISBD [article]  inAutism > 25-8 (November 2021) . - p.2418-2422 Titre : How set switching affects the use of context-appropriate language by autistic and neuro-typical children Type de document : Texte imprimé et/ou numérique Auteurs : L. MALKIN, Auteur ; Kirsten ABBOT-SMITH, Auteur Article en page(s) : p.2418-2422 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Humans  Language  autism spectrum disorders  cognitive flexibility  communication and language  executive functioning  pragmatics  school-age children  switching  verbal reference Index. décimale : PER Périodiques Résumé : The way autistic individuals use language often gives the impression that they are not considering how much information listeners need in a given context. The same child can give too much information in one context (e.g. saying 'the big cup' with only one cup present) and too little information in another context (e.g. entering a room and announcing 'the red one' when the listener has no prior knowledge regarding what this refers to). We asked whether many autistic children particularly struggle to tailor their language appropriately in situations where this means changing how they have previously described something. That is, if a speaker has recently described an object as 'the cup', the need to switch to describing it as 'the big cup' could hinder the speaker's ability to use language in a context-appropriate way. We found that switching descriptions indeed makes it more difficult for children to use language in a context-appropriate way, but that this effect did not play out differently for autistic versus neuro-typical children. Autistic children were, however, less likely to provide a context-appropriate amount of information overall than were neuro-typical peers. The combination of these effects meant that when object re-description was required, autistic children only produced an appropriate description half the time. In contrast, without a requirement to re-describe, autistic children could indeed take listener informational needs into account. Applied professionals should consider whether a requirement to change the way the child has previously said something may hinder a child's ability to communicate effectively. En ligne : http://dx.doi.org/10.1177/13623613211012860 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] How set switching affects the use of context-appropriate language by autistic and neuro-typical children [Texte imprimé et/ou numérique] / L. MALKIN, Auteur ; Kirsten ABBOT-SMITH, Auteur . - p.2418-2422. Langues : Anglais (eng) in Autism > 25-8 (November 2021) . - p.2418-2422 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Humans  Language  autism spectrum disorders  cognitive flexibility  communication and language  executive functioning  pragmatics  school-age children  switching  verbal reference Index. décimale : PER Périodiques Résumé : The way autistic individuals use language often gives the impression that they are not considering how much information listeners need in a given context. The same child can give too much information in one context (e.g. saying 'the big cup' with only one cup present) and too little information in another context (e.g. entering a room and announcing 'the red one' when the listener has no prior knowledge regarding what this refers to). We asked whether many autistic children particularly struggle to tailor their language appropriately in situations where this means changing how they have previously described something. That is, if a speaker has recently described an object as 'the cup', the need to switch to describing it as 'the big cup' could hinder the speaker's ability to use language in a context-appropriate way. We found that switching descriptions indeed makes it more difficult for children to use language in a context-appropriate way, but that this effect did not play out differently for autistic versus neuro-typical children. Autistic children were, however, less likely to provide a context-appropriate amount of information overall than were neuro-typical peers. The combination of these effects meant that when object re-description was required, autistic children only produced an appropriate description half the time. In contrast, without a requirement to re-describe, autistic children could indeed take listener informational needs into account. Applied professionals should consider whether a requirement to change the way the child has previously said something may hinder a child's ability to communicate effectively. En ligne : http://dx.doi.org/10.1177/13623613211012860 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Is verbal reference impaired in autism spectrum disorder? A systematic review / Louise MALKIN in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : Is verbal reference impaired in autism spectrum disorder? A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Louise MALKIN, Auteur ; Kirsten ABBOT-SMITH, Auteur ; David WILLIAMS, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsPragmatic language is a key difficulty in autism spectrum disorder. One such pragmatic skill is verbal reference, which allows the current entity of shared interest between speakers to be identified and thus enables fluid conversation. The aim of this review was to determine the extent to which studies have found that verbal reference is impaired in autism spectrum disorder. We organise the review in terms of the methodology used and the modality (production versus comprehension) in which proficiency with verbal reference was assessed. Evidence for the potential cognitive underpinnings of these skills is also reviewed.Main contribution and methodsTo our knowledge, this is the first systematic review of verbal reference in autism spectrum disorder. PsychINFO and Web of Science were systematically screened using the combination of search terms outlined in this paper. Twenty-four studies met our inclusion criteria. Twenty-two of these examined production, whereby the methodology ranged from elicited conversation through to elicited narrative, the ?director? task and other referential communication paradigms. Three studies examined reference interpretation. (One study investigated both production and appropriacy judgement). Four studies examined the relationship between appropriate usage of verbal reference and formal language (lexico-syntactic ability). Two studies investigated whether reference production related to Theory of Mind or Executive Functioning.Conclusion and implicationsAcross a range of elicited production tasks, the predominant finding was that children and adults with autism spectrum disorder demonstrate a deficit in the production of appropriate verbal reference in comparison not only to typically developing groups, but also to groups with Developmental Language Disorder or Down syndrome. In contrast, the studies of reference interpretation which compared performance to typical control groups all found no between-group differences in this regard. To understand this cross-modality discrepancy, we need studies with the same sample of individuals, whereby the task requirements for comprehension and production are as closely matched as possible. The field also requires the development of experimental manipulations which allow us to pinpoint precisely if and how each comprehension and/or production task requires mentalising and/or various components of executive functioning. Only through such detailed and controlled experimental work would it be possible to determine the precise location of impairments in verbal reference in autism spectrum disorder. A better understanding of this would contribute to the development of interventions. En ligne : https://doi.org/10.1177/2396941518763166 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Is verbal reference impaired in autism spectrum disorder? A systematic review [Texte imprimé et/ou numérique] / Louise MALKIN, Auteur ; Kirsten ABBOT-SMITH, Auteur ; David WILLIAMS, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aimsPragmatic language is a key difficulty in autism spectrum disorder. One such pragmatic skill is verbal reference, which allows the current entity of shared interest between speakers to be identified and thus enables fluid conversation. The aim of this review was to determine the extent to which studies have found that verbal reference is impaired in autism spectrum disorder. We organise the review in terms of the methodology used and the modality (production versus comprehension) in which proficiency with verbal reference was assessed. Evidence for the potential cognitive underpinnings of these skills is also reviewed.Main contribution and methodsTo our knowledge, this is the first systematic review of verbal reference in autism spectrum disorder. PsychINFO and Web of Science were systematically screened using the combination of search terms outlined in this paper. Twenty-four studies met our inclusion criteria. Twenty-two of these examined production, whereby the methodology ranged from elicited conversation through to elicited narrative, the ?director? task and other referential communication paradigms. Three studies examined reference interpretation. (One study investigated both production and appropriacy judgement). Four studies examined the relationship between appropriate usage of verbal reference and formal language (lexico-syntactic ability). Two studies investigated whether reference production related to Theory of Mind or Executive Functioning.Conclusion and implicationsAcross a range of elicited production tasks, the predominant finding was that children and adults with autism spectrum disorder demonstrate a deficit in the production of appropriate verbal reference in comparison not only to typically developing groups, but also to groups with Developmental Language Disorder or Down syndrome. In contrast, the studies of reference interpretation which compared performance to typical control groups all found no between-group differences in this regard. To understand this cross-modality discrepancy, we need studies with the same sample of individuals, whereby the task requirements for comprehension and production are as closely matched as possible. The field also requires the development of experimental manipulations which allow us to pinpoint precisely if and how each comprehension and/or production task requires mentalising and/or various components of executive functioning. Only through such detailed and controlled experimental work would it be possible to determine the precise location of impairments in verbal reference in autism spectrum disorder. A better understanding of this would contribute to the development of interventions. En ligne : https://doi.org/10.1177/2396941518763166 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

A Meta-Analysis and Critical Review of Prospective Memory in Autism Spectrum Disorder / Julia LANDSIEDEL in Journal of Autism and Developmental Disorders, 47-3 (March 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.646-666 Titre : A Meta-Analysis and Critical Review of Prospective Memory in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Julia LANDSIEDEL, Auteur ; David M. WILLIAMS, Auteur ; Kirsten ABBOT-SMITH, Auteur Article en page(s) : p.646-666 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Event-based prospective memory  Time-based prospective memory  Meta-analysis  Review  Memory  Executive functioning Index. décimale : PER Périodiques Résumé : Prospective memory (PM) is the ability to remember to carry out a planned intention at an appropriate moment in the future. Research on PM in ASD has produced mixed results. We aimed to establish the extent to which two types of PM (event-based/time-based) are impaired in ASD. In part 1, a meta-analysis of all existing studies indicates a large impairment of time-based, but only a small impairment of event-based PM in ASD. In Part 2, a critical review concludes that time-based PM appears diminished in ASD, in line with the meta-analysis, but that caution should be taken when interpreting event-based PM findings, given potential methodological limitations of several studies. Clinical implications and directions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2987-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] A Meta-Analysis and Critical Review of Prospective Memory in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Julia LANDSIEDEL, Auteur ; David M. WILLIAMS, Auteur ; Kirsten ABBOT-SMITH, Auteur . - p.646-666. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.646-666 Mots-clés : Autism spectrum disorder  Event-based prospective memory  Time-based prospective memory  Meta-analysis  Review  Memory  Executive functioning Index. décimale : PER Périodiques Résumé : Prospective memory (PM) is the ability to remember to carry out a planned intention at an appropriate moment in the future. Research on PM in ASD has produced mixed results. We aimed to establish the extent to which two types of PM (event-based/time-based) are impaired in ASD. In part 1, a meta-analysis of all existing studies indicates a large impairment of time-based, but only a small impairment of event-based PM in ASD. In Part 2, a critical review concludes that time-based PM appears diminished in ASD, in line with the meta-analysis, but that caution should be taken when interpreting event-based PM findings, given potential methodological limitations of several studies. Clinical implications and directions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2987-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Seeing it in others versus doing it yourself: Social desirability judgements and conversation production data from autistic and non-autistic children / Lauren MCGUINNESS in Autism, 29-4 (April 2025)  

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‘What’s new for you?’: Interlocutor-specific perspective-taking and language interpretation in autistic and neuro-typical children / Kirsten ABBOT-SMITH in Research in Autism Spectrum Disorders, 70 (February 2020)  

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When do Children with Autism Spectrum Disorder Take Common Ground into Account During Communication? / L. MALKIN in Autism Research, 11-10 (October 2018)  

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