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 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] / 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 / Louise 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 Auteurs : Louise 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] / Louise 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 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] / 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

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

Public ISBD [article]  inAutism Research > 11-10 (October 2018) . - p.1366-1375 Titre : When do Children with Autism Spectrum Disorder Take Common Ground into Account During Communication? Type de document : texte imprimé Auteurs : Louise MALKIN, Auteur ; Kirsten ABBOT-SMITH, Auteur ; David WILLIAMS, Auteur ; John AYLING, Auteur Article en page(s) : p.1366-1375 Langues : Anglais (eng) Mots-clés : autism  children  common ground  comprehension  production  reference  verbal social communication Index. décimale : PER Périodiques Résumé : One feature of autism spectrum disorder (ASD) is a deficit in verbal reference production, that is, providing an appropriate amount of verbal information for the listener to refer to things, people, and events. However, very few studies have manipulated whether individuals with ASD can take a speaker's perspective to interpret verbal reference. A critical limitation of all interpretation studies is that comprehension of another's verbal reference required the participant to represent only the other's visual perspective. Yet, many everyday interpretations of verbal reference require knowledge of social perspective (i.e., a consideration of which experiences one has shared with which interlocutor). We investigated whether 22 5;0-7;11-year-old children with ASD and 22 well-matched typically developing (TD) children used social perspective to comprehend (Study 1) and produce (Study 2) verbal reference. Social perspective-taking was manipulated by having children collaboratively complete activities with one of two interlocutors such that for a given activity, one interlocutor was Knowledgeable and one was Naive. Study 1 found no between-group differences for the interpretation of ambiguous references based on social perspective. In Study 2, when producing referring terms, the ASD group made modifications based on listener needs, but this effect was significantly stronger in the TD group. Overall, the findings suggest that high-functioning children with ASD know with which interlocutor they have previously shared a given experience and can take this information into account to steer verbal reference. Nonetheless, they show clear performance limitations in this regard relative to well-matched controls. Autism Res 2018, 11: 1366-1375. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: No one had studied if young children with autism spectrum disorder (ASD) could take into account previous collaboration with particular conversation partners to drive how well they communicate with others. In both their language understanding and spoken language, we found that five to 7-year-olds with ASD were able to consider what they had previously shared with the conversation partner. However, they were impaired when compared to typically developing children in the degree to which they tailored their spoken language for a specific listener. En ligne : http://dx.doi.org/10.1002/aur.2007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] When do Children with Autism Spectrum Disorder Take Common Ground into Account During Communication? [texte imprimé] / Louise MALKIN, Auteur ; Kirsten ABBOT-SMITH, Auteur ; David WILLIAMS, Auteur ; John AYLING, Auteur . - p.1366-1375. Langues : Anglais (eng) in Autism Research > 11-10 (October 2018) . - p.1366-1375 Mots-clés : autism  children  common ground  comprehension  production  reference  verbal social communication Index. décimale : PER Périodiques Résumé : One feature of autism spectrum disorder (ASD) is a deficit in verbal reference production, that is, providing an appropriate amount of verbal information for the listener to refer to things, people, and events. However, very few studies have manipulated whether individuals with ASD can take a speaker's perspective to interpret verbal reference. A critical limitation of all interpretation studies is that comprehension of another's verbal reference required the participant to represent only the other's visual perspective. Yet, many everyday interpretations of verbal reference require knowledge of social perspective (i.e., a consideration of which experiences one has shared with which interlocutor). We investigated whether 22 5;0-7;11-year-old children with ASD and 22 well-matched typically developing (TD) children used social perspective to comprehend (Study 1) and produce (Study 2) verbal reference. Social perspective-taking was manipulated by having children collaboratively complete activities with one of two interlocutors such that for a given activity, one interlocutor was Knowledgeable and one was Naive. Study 1 found no between-group differences for the interpretation of ambiguous references based on social perspective. In Study 2, when producing referring terms, the ASD group made modifications based on listener needs, but this effect was significantly stronger in the TD group. Overall, the findings suggest that high-functioning children with ASD know with which interlocutor they have previously shared a given experience and can take this information into account to steer verbal reference. Nonetheless, they show clear performance limitations in this regard relative to well-matched controls. Autism Res 2018, 11: 1366-1375. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: No one had studied if young children with autism spectrum disorder (ASD) could take into account previous collaboration with particular conversation partners to drive how well they communicate with others. In both their language understanding and spoken language, we found that five to 7-year-olds with ASD were able to consider what they had previously shared with the conversation partner. However, they were impaired when compared to typically developing children in the degree to which they tailored their spoken language for a specific listener. En ligne : http://dx.doi.org/10.1002/aur.2007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

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