Gender Differences in Pragmatic Communication in School-Aged Children with Autism Spectrum Disorder (ASD) / O. CONLON in Journal of Autism and Developmental Disorders, 49-5 (May 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1937-1948 Titre : Gender Differences in Pragmatic Communication in School-Aged Children with Autism Spectrum Disorder (ASD) Type de document : Texte imprimé et/ou numérique Auteurs : O. CONLON, Auteur ; J. VOLDEN, Auteur ; I. M. SMITH, Auteur ; E. DUKU, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; C. WADDELL, Auteur ; P. SZATMARI, Auteur ; P. MIRENDA, Auteur ; T. VAILLANCOURT, Auteur ; Teresa BENNETT, Auteur ; S. GEORGIADES, Auteur ; M. ELSABBAGH, Auteur ; W. J. UNGAR, Auteur Article en page(s) : p.1937-1948 Langues : Anglais (eng) Mots-clés : Communication  Gender  Narrative  Pragmatics Index. décimale : PER Périodiques Résumé : Possible gender differences in manifestations of autism spectrum disorder (ASD) were examined using data on production of narratives. The Expression, Reception and Recall of Narrative Instrument (ERRNI; Bishop, Expression, Reception and Recall of Narrative Instrument, Harcourt assessment, London, 2004) was administered to a sample of matched 8-year-old intellectually able boys and girls with ASD (13M, 13F), who had been selected from a large, longitudinal study. In addition, transcripts of the narratives were analyzed in detail. Significant gender differences were found in narrative production. Girls included more salient story elements than boys. On detailed language analysis, girls were also shown to tell richer stories, including more descriptors of planning or intention. Overall, our findings suggest that subtle differences in social communication may exist between intellectually able boys and girls with ASD. If reliably identifiable in young children, such gender differences may contribute to differential diagnosis of ASD. In addition, such differences may pave the way for differential approaches to intervention when the target is effective communication in sophisticated discourse contexts. En ligne : http://dx.doi.org/10.1007/s10803-018-03873-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393 [article] Gender Differences in Pragmatic Communication in School-Aged Children with Autism Spectrum Disorder (ASD) [Texte imprimé et/ou numérique] / O. CONLON, Auteur ; J. VOLDEN, Auteur ; I. M. SMITH, Auteur ; E. DUKU, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; C. WADDELL, Auteur ; P. SZATMARI, Auteur ; P. MIRENDA, Auteur ; T. VAILLANCOURT, Auteur ; Teresa BENNETT, Auteur ; S. GEORGIADES, Auteur ; M. ELSABBAGH, Auteur ; W. J. UNGAR, Auteur . - p.1937-1948. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1937-1948 Mots-clés : Communication  Gender  Narrative  Pragmatics Index. décimale : PER Périodiques Résumé : Possible gender differences in manifestations of autism spectrum disorder (ASD) were examined using data on production of narratives. The Expression, Reception and Recall of Narrative Instrument (ERRNI; Bishop, Expression, Reception and Recall of Narrative Instrument, Harcourt assessment, London, 2004) was administered to a sample of matched 8-year-old intellectually able boys and girls with ASD (13M, 13F), who had been selected from a large, longitudinal study. In addition, transcripts of the narratives were analyzed in detail. Significant gender differences were found in narrative production. Girls included more salient story elements than boys. On detailed language analysis, girls were also shown to tell richer stories, including more descriptors of planning or intention. Overall, our findings suggest that subtle differences in social communication may exist between intellectually able boys and girls with ASD. If reliably identifiable in young children, such gender differences may contribute to differential diagnosis of ASD. In addition, such differences may pave the way for differential approaches to intervention when the target is effective communication in sophisticated discourse contexts. En ligne : http://dx.doi.org/10.1007/s10803-018-03873-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393

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