24 recherche sur le mot-clé 'Pragmatic language'

Pragmatic Language in Children and Adolescents With Autism Spectrum Disorder: Do Theory of Mind and Executive Functions Have a Mediating Role? / Ramona CARDILLO in Autism Research, 14-5 (May 2021)  

Public ISBD [article]  inAutism Research > 14-5 (May 2021) . - p.932-945 Titre : Pragmatic Language in Children and Adolescents With Autism Spectrum Disorder: Do Theory of Mind and Executive Functions Have a Mediating Role? Type de document : Texte imprimé et/ou numérique Auteurs : Ramona CARDILLO, Auteur ; Irene C. MAMMARELLA, Auteur ; Ellen DEMURIE, Auteur ; David GIOFRE, Auteur ; Herbert ROEYERS, Auteur Article en page(s) : p.932-945 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  communication  executive functions  pragmatic language  theory of mind Index. décimale : PER Périodiques Résumé : Pragmatic language (PL) is defined as the ability to use language effectively in communicative exchanges. Previous findings showed that deficits in PL are a core characteristic of the communicative profile of individuals with autism spectrum disorder (ASD). While different lines of research have revealed a close link between PL and theory of mind (ToM), and between PL and executive functions (EFs), to our knowledge, few studies have explored the relationship between these three domains in children with ASD, and their results have been contradictory. The present study thus aimed to contribute to our understanding of PL in children with ASD and to analyze the underlying mediating role of ToM and EFs. PL is a complex and multifaceted construct. In the present study, we focused on two specific aspects, such as the comprehension of nonliteral language, and the ability to make inferences. After testing 143 participants (73 with ASD), our results confirmed that impairments in PL are a crucial feature of the ASD profile. Children with ASD were also more impaired than their typically developing peers in both ToM and EFs. When the mediating role of ToM and EFs on PL was considered, it emerged that only ToM contributed significantly to the relationship between group and PL. We discussed the potential importance of interventions not focused exclusively on PL, but also involving ToM. LAY SUMMARY: In everyday life, we use pragmatic language to interact successfully with others. Individuals with autism experience significant difficulty in pragmatic language, showing consequent impairments in communication. This study compared the comprehension of nonliteral language, and the ability to make inferences of children with autism and children with typical development, focusing on the role of social and cognitive abilities. Children with autism had difficulties in pragmatic language compared to children with typical development. In addition, the capacity to consider the perspective, intentions and beliefs of other people contributed significantly to the pragmatic language. Autism Res 2021, 14: 932-945. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2423 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Pragmatic Language in Children and Adolescents With Autism Spectrum Disorder: Do Theory of Mind and Executive Functions Have a Mediating Role? [Texte imprimé et/ou numérique] / Ramona CARDILLO, Auteur ; Irene C. MAMMARELLA, Auteur ; Ellen DEMURIE, Auteur ; David GIOFRE, Auteur ; Herbert ROEYERS, Auteur . - p.932-945. Langues : Anglais (eng) in Autism Research > 14-5 (May 2021) . - p.932-945 Mots-clés : autism spectrum disorder  communication  executive functions  pragmatic language  theory of mind Index. décimale : PER Périodiques Résumé : Pragmatic language (PL) is defined as the ability to use language effectively in communicative exchanges. Previous findings showed that deficits in PL are a core characteristic of the communicative profile of individuals with autism spectrum disorder (ASD). While different lines of research have revealed a close link between PL and theory of mind (ToM), and between PL and executive functions (EFs), to our knowledge, few studies have explored the relationship between these three domains in children with ASD, and their results have been contradictory. The present study thus aimed to contribute to our understanding of PL in children with ASD and to analyze the underlying mediating role of ToM and EFs. PL is a complex and multifaceted construct. In the present study, we focused on two specific aspects, such as the comprehension of nonliteral language, and the ability to make inferences. After testing 143 participants (73 with ASD), our results confirmed that impairments in PL are a crucial feature of the ASD profile. Children with ASD were also more impaired than their typically developing peers in both ToM and EFs. When the mediating role of ToM and EFs on PL was considered, it emerged that only ToM contributed significantly to the relationship between group and PL. We discussed the potential importance of interventions not focused exclusively on PL, but also involving ToM. LAY SUMMARY: In everyday life, we use pragmatic language to interact successfully with others. Individuals with autism experience significant difficulty in pragmatic language, showing consequent impairments in communication. This study compared the comprehension of nonliteral language, and the ability to make inferences of children with autism and children with typical development, focusing on the role of social and cognitive abilities. Children with autism had difficulties in pragmatic language compared to children with typical development. In addition, the capacity to consider the perspective, intentions and beliefs of other people contributed significantly to the pragmatic language. Autism Res 2021, 14: 932-945. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2423 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Pragmatic language and associations with externalizing behaviors in autistic individuals and those who have lost the autism diagnosis / Jason CRUTCHER in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102252 Titre : Pragmatic language and associations with externalizing behaviors in autistic individuals and those who have lost the autism diagnosis Type de document : Texte imprimé et/ou numérique Auteurs : Jason CRUTCHER, Auteur ; Emilie BUTLER, Auteur ; Jeffrey D. BURKE, Auteur ; Letitia NAIGLES, Auteur ; Deborah A. FEIN, Auteur ; Inge-Marie EIGSTI, Auteur Article en page(s) : p.102252 Mots-clés : Autism  Pragmatic language  ADHD  Oppositional defiant disorder  Conduct disorder  Social communication  Loss of ASD Diagnosis (LAD) Index. décimale : PER Périodiques Résumé : Background Pragmatic language weaknesses, a core feature of autism spectrum disorder (ASD), are implicated in externalizing behavior disorders (Gremillion & Martel, 2014). Particularly in a clinical setting, these co-occurring externalizing disorders are very common in autism; rates of Attentional Deficit-Hyperactive Disorder (ADHD) and Oppositional Defiant Disorder (ODD) are as high as 83% (ADHD) and 73% (ODD; Joshi et al., 2010). It is possible that pragmatic language weaknesses impact the ability to effectively communicate one?s needs, which may lead autistic children to utilize externalizing behaviors in order to achieve a desired outcome (Ketelaars et al., 2010; Rodas et al., 2017). Methods The aim of the current study is to investigate the relationship between pragmatic language, assessed via multiple modalities, and externalizing behaviors, assessed by parent interview, in youth with autistic (n = 33) or neurotypical (NT; n = 34) developmental histories, along with youth diagnosed with autism, who lost the diagnosis (LAD) by adolescence (n = 31). Results The autism group had significantly more pragmatic language difficulties, and more externalizing behaviors and disorders; ADHD symptoms were particularly more prevalent, while LAD and NT groups did not differ. Challenges in pragmatic language abilities were associated with more externalizing symptoms when controlling for other facts that typically influence such symptoms, including nonverbal cognition, structural language, executive functioning, and autistic characteristics, but did not remain when age was included in the model. Conclusions We discuss the mechanisms underlying difficult-to-manage externalizing behaviors and implications for interventions and long-term outcomes for youth with and without a history of autism. En ligne : https://doi.org/10.1016/j.rasd.2023.102252 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Pragmatic language and associations with externalizing behaviors in autistic individuals and those who have lost the autism diagnosis [Texte imprimé et/ou numérique] / Jason CRUTCHER, Auteur ; Emilie BUTLER, Auteur ; Jeffrey D. BURKE, Auteur ; Letitia NAIGLES, Auteur ; Deborah A. FEIN, Auteur ; Inge-Marie EIGSTI, Auteur . - p.102252. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102252 Mots-clés : Autism  Pragmatic language  ADHD  Oppositional defiant disorder  Conduct disorder  Social communication  Loss of ASD Diagnosis (LAD) Index. décimale : PER Périodiques Résumé : Background Pragmatic language weaknesses, a core feature of autism spectrum disorder (ASD), are implicated in externalizing behavior disorders (Gremillion & Martel, 2014). Particularly in a clinical setting, these co-occurring externalizing disorders are very common in autism; rates of Attentional Deficit-Hyperactive Disorder (ADHD) and Oppositional Defiant Disorder (ODD) are as high as 83% (ADHD) and 73% (ODD; Joshi et al., 2010). It is possible that pragmatic language weaknesses impact the ability to effectively communicate one?s needs, which may lead autistic children to utilize externalizing behaviors in order to achieve a desired outcome (Ketelaars et al., 2010; Rodas et al., 2017). Methods The aim of the current study is to investigate the relationship between pragmatic language, assessed via multiple modalities, and externalizing behaviors, assessed by parent interview, in youth with autistic (n = 33) or neurotypical (NT; n = 34) developmental histories, along with youth diagnosed with autism, who lost the diagnosis (LAD) by adolescence (n = 31). Results The autism group had significantly more pragmatic language difficulties, and more externalizing behaviors and disorders; ADHD symptoms were particularly more prevalent, while LAD and NT groups did not differ. Challenges in pragmatic language abilities were associated with more externalizing symptoms when controlling for other facts that typically influence such symptoms, including nonverbal cognition, structural language, executive functioning, and autistic characteristics, but did not remain when age was included in the model. Conclusions We discuss the mechanisms underlying difficult-to-manage externalizing behaviors and implications for interventions and long-term outcomes for youth with and without a history of autism. En ligne : https://doi.org/10.1016/j.rasd.2023.102252 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Clinical Assessment of Pragmatics (CAPs): A Validation Study of a Video-Based Test of Pragmatic Language in Adolescent Students / Adriana LAVI in Autism - Open Access, 6-2 ([01/03/2016])  

Public ISBD [article]  inAutism - Open Access > 6-2 [01/03/2016] . - 12 p. Titre : Clinical Assessment of Pragmatics (CAPs): A Validation Study of a Video-Based Test of Pragmatic Language in Adolescent Students Type de document : Texte imprimé et/ou numérique Auteurs : Adriana LAVI, Auteur ; Karen J. MAINESS, Auteur ; Noha S. DAHER, Auteur Article en page(s) : 12 p. Langues : Anglais (eng) Mots-clés : Pragmatic language  Assessment  High functioning autism  Specific language delay Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the validity and reliability of a novel new video-based approach to assessing pragmatic language, namely the Clinical Assessment of Pragmatics (CAPs). This study included students with Language Impairment (LI), High-Functioning Autism (ASD) and non-disabled students. Thirty participants, ages14 to 16 years old, were administered 3 pragmatic judgment and 3 pragmatic performance subtests comprised of 10items each for a total of 60 test items. Expert opinion was solicited for the purpose of obtaining content validity. Study results revealed that this instrument provides a valid and reliable comprehensive measure of pragmatic language skills. Both test-retest and interrater reliability were found to be strong. Experts rated the CAPs highly for both content and clarity. Concurrent validity was obtained on three of the CAPs subtests and was found to correlate to three existing pragmatic language instruments and measures (the Clinical Assessment of Spoken Language –Pragmatic Judgment subtest, the Test of Pragmatic Language and the Social Language Development Test, adolescent). CAPs is a tool which is both valid and reliable and can be used as a means of determining whether school-aged students present with deficits in pragmatic language skills, specifically, high-functioning autism or specific language impairment. En ligne : https://dx.doi.org/10.4172/2165-7890.1000172 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 [article] Clinical Assessment of Pragmatics (CAPs): A Validation Study of a Video-Based Test of Pragmatic Language in Adolescent Students [Texte imprimé et/ou numérique] / Adriana LAVI, Auteur ; Karen J. MAINESS, Auteur ; Noha S. DAHER, Auteur . - 12 p. Langues : Anglais (eng) in Autism - Open Access > 6-2 [01/03/2016] . - 12 p. Mots-clés : Pragmatic language  Assessment  High functioning autism  Specific language delay Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the validity and reliability of a novel new video-based approach to assessing pragmatic language, namely the Clinical Assessment of Pragmatics (CAPs). This study included students with Language Impairment (LI), High-Functioning Autism (ASD) and non-disabled students. Thirty participants, ages14 to 16 years old, were administered 3 pragmatic judgment and 3 pragmatic performance subtests comprised of 10items each for a total of 60 test items. Expert opinion was solicited for the purpose of obtaining content validity. Study results revealed that this instrument provides a valid and reliable comprehensive measure of pragmatic language skills. Both test-retest and interrater reliability were found to be strong. Experts rated the CAPs highly for both content and clarity. Concurrent validity was obtained on three of the CAPs subtests and was found to correlate to three existing pragmatic language instruments and measures (the Clinical Assessment of Spoken Language –Pragmatic Judgment subtest, the Test of Pragmatic Language and the Social Language Development Test, adolescent). CAPs is a tool which is both valid and reliable and can be used as a means of determining whether school-aged students present with deficits in pragmatic language skills, specifically, high-functioning autism or specific language impairment. En ligne : https://dx.doi.org/10.4172/2165-7890.1000172 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410

Collaborative competence in dialogue: Pragmatic language impairment as a window onto the psychopathology of autism / Fionnuala LARKIN in Research in Autism Spectrum Disorders, 43-44 (November 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 43-44 (November 2017) . - p.27-39 Titre : Collaborative competence in dialogue: Pragmatic language impairment as a window onto the psychopathology of autism Type de document : Texte imprimé et/ou numérique Auteurs : Fionnuala LARKIN, Auteur ; Jessica Anne HOBSON, Auteur ; R. Peter HOBSON, Auteur ; Andrew TOLMIE, Auteur Article en page(s) : p.27-39 Langues : Anglais (eng) Mots-clés : Autism  Pragmatic language  Conversation  Identification  ADOS Index. décimale : PER Périodiques Résumé : AbstractBackground Pragmatic language, including conversational ability, can be difficult for people with autism. Difficulties with dialogue may reflect impairment in interpersonal engagement more than general language ability. Method We investigated conversational abilities among children and adolescents with and without autism (n = 18 per group) matched for language proficiency and productivity. Videotaped conversations from the Autism Diagnostic Observational Schedule (ADOS, Lord, Rutter, DiLavore, & Risi, 2001) were rated according to the Collaborative Competence in Dialogue (CCD) scale featuring six verbal and non-verbal ‘cues’ that conversational partners use to sustain dialogue. Results Participants with autism produced significantly fewer ‘typical’ communicative cues and more cues rated as intermittent or rote/stereotyped, even when non-verbal items (gaze) were removed from consideration. Within the autism group, competence in dialogue was not correlated with ‘general’ language ability, but was correlated with a measure of pragmatic ability. Conclusions Difficulties with collaboration in dialogue may mirror the intermittent or incomplete interpersonal engagement of children with autism. Implications Assessment of language ability in autism should include observation in unstructured social settings. En ligne : https://doi.org/10.1016/j.rasd.2017.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=327 [article] Collaborative competence in dialogue: Pragmatic language impairment as a window onto the psychopathology of autism [Texte imprimé et/ou numérique] / Fionnuala LARKIN, Auteur ; Jessica Anne HOBSON, Auteur ; R. Peter HOBSON, Auteur ; Andrew TOLMIE, Auteur . - p.27-39. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 43-44 (November 2017) . - p.27-39 Mots-clés : Autism  Pragmatic language  Conversation  Identification  ADOS Index. décimale : PER Périodiques Résumé : AbstractBackground Pragmatic language, including conversational ability, can be difficult for people with autism. Difficulties with dialogue may reflect impairment in interpersonal engagement more than general language ability. Method We investigated conversational abilities among children and adolescents with and without autism (n = 18 per group) matched for language proficiency and productivity. Videotaped conversations from the Autism Diagnostic Observational Schedule (ADOS, Lord, Rutter, DiLavore, & Risi, 2001) were rated according to the Collaborative Competence in Dialogue (CCD) scale featuring six verbal and non-verbal ‘cues’ that conversational partners use to sustain dialogue. Results Participants with autism produced significantly fewer ‘typical’ communicative cues and more cues rated as intermittent or rote/stereotyped, even when non-verbal items (gaze) were removed from consideration. Within the autism group, competence in dialogue was not correlated with ‘general’ language ability, but was correlated with a measure of pragmatic ability. Conclusions Difficulties with collaboration in dialogue may mirror the intermittent or incomplete interpersonal engagement of children with autism. Implications Assessment of language ability in autism should include observation in unstructured social settings. En ligne : https://doi.org/10.1016/j.rasd.2017.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=327

Early pragmatic language difficulties in siblings of children with autism: implications for DSM-5 social communication disorder? / Meghan MILLER in Journal of Child Psychology and Psychiatry, 56-7 (July 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-7 (July 2015) . - p.774-781 Titre : Early pragmatic language difficulties in siblings of children with autism: implications for DSM-5 social communication disorder? Type de document : Texte imprimé et/ou numérique Auteurs : Meghan MILLER, Auteur ; Gregory S. YOUNG, Auteur ; Ted HUTMAN, Auteur ; Scott JOHNSON, Auteur ; A. J. SCHWICHTENBERG, Auteur ; Sally OZONOFF, Auteur Article en page(s) : p.774-781 Langues : Anglais (eng) Mots-clés : Pragmatic language  social communication  autism spectrum disorder  social (pragmatic) communication disorder  siblings  high-risk Index. décimale : PER Périodiques Résumé : Background We evaluated early pragmatic language skills in preschool-age siblings of children with autism spectrum disorder (ASD), and examined correspondence between pragmatic language impairments and general language difficulties, autism symptomatology, and clinical outcomes. Methods Participants were younger siblings of children with ASD (high-risk, n = 188) or typical development (low-risk, n = 119) who were part of a prospective study of infants at risk for ASD; siblings without ASD outcomes were included in analyses. Pragmatic language skills were measured via the Language Use Inventory (LUI). Results At 36 months, the high-risk group had significantly lower parent-rated pragmatic language scores than the low-risk group. When defining pragmatic language impairment (PLI) as scores below the 10th percentile on the LUI, 35% of the high-risk group was identified with PLI versus 10% of the low-risk group. Children with PLI had higher rates of general language impairment (16%), defined as scores below the 10th percentile on the Receptive or Expressive Language subscales of the Mullen Scales of Early Learning, relative to those without PLI (3%), but most did not evidence general language impairments. Children with PLI had significantly higher ADOS scores than those without PLI and had higher rates of clinician-rated atypical clinical best estimate outcomes (49%) relative to those without PLI (15%). Conclusions Pragmatic language problems are present in some siblings of children with ASD as early as 36 months of age. As the new DSM-5 diagnosis of Social (Pragmatic) Communication Disorder (SCD) is thought to occur more frequently in family members of individuals with ASD, it is possible that some of these siblings will meet criteria for SCD as they get older. Close monitoring of early pragmatic language development in young children at familial risk for ASD is warranted. En ligne : http://dx.doi.org/10.1111/jcpp.12342 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Early pragmatic language difficulties in siblings of children with autism: implications for DSM-5 social communication disorder? [Texte imprimé et/ou numérique] / Meghan MILLER, Auteur ; Gregory S. YOUNG, Auteur ; Ted HUTMAN, Auteur ; Scott JOHNSON, Auteur ; A. J. SCHWICHTENBERG, Auteur ; Sally OZONOFF, Auteur . - p.774-781. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-7 (July 2015) . - p.774-781 Mots-clés : Pragmatic language  social communication  autism spectrum disorder  social (pragmatic) communication disorder  siblings  high-risk Index. décimale : PER Périodiques Résumé : Background We evaluated early pragmatic language skills in preschool-age siblings of children with autism spectrum disorder (ASD), and examined correspondence between pragmatic language impairments and general language difficulties, autism symptomatology, and clinical outcomes. Methods Participants were younger siblings of children with ASD (high-risk, n = 188) or typical development (low-risk, n = 119) who were part of a prospective study of infants at risk for ASD; siblings without ASD outcomes were included in analyses. Pragmatic language skills were measured via the Language Use Inventory (LUI). Results At 36 months, the high-risk group had significantly lower parent-rated pragmatic language scores than the low-risk group. When defining pragmatic language impairment (PLI) as scores below the 10th percentile on the LUI, 35% of the high-risk group was identified with PLI versus 10% of the low-risk group. Children with PLI had higher rates of general language impairment (16%), defined as scores below the 10th percentile on the Receptive or Expressive Language subscales of the Mullen Scales of Early Learning, relative to those without PLI (3%), but most did not evidence general language impairments. Children with PLI had significantly higher ADOS scores than those without PLI and had higher rates of clinician-rated atypical clinical best estimate outcomes (49%) relative to those without PLI (15%). Conclusions Pragmatic language problems are present in some siblings of children with ASD as early as 36 months of age. As the new DSM-5 diagnosis of Social (Pragmatic) Communication Disorder (SCD) is thought to occur more frequently in family members of individuals with ASD, it is possible that some of these siblings will meet criteria for SCD as they get older. Close monitoring of early pragmatic language development in young children at familial risk for ASD is warranted. En ligne : http://dx.doi.org/10.1111/jcpp.12342 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

A General Overview of the Pragmatic Language-Social Skills and Interventions for Children with Autism Spectrum Disorders / Dimitrios PAPADOPOULOS in Autism - Open Access, 8-1 ([01/01/2018])  

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Is early joint attention associated with school-age pragmatic language? / Kristen GILLESPIE-LYNCH in Autism, 19-2 (February 2015)  

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Pragmatic Abilities in Children with Congenital Visual Impairment: An Exploration of Non-literal Language and Advanced Theory of Mind Understanding / Judith PIJNACKER in Journal of Autism and Developmental Disorders, 42-11 (November 2012)  

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A scoping review of sex/gender differences in pragmatic language and friendship characteristics in autistic children and adolescents / Anya DEN HARTOG in Research in Autism Spectrum Disorders, 108 (October 2023)  

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The profile of pragmatic language impairments in children with ADHD: A systematic review / Sophie CARRUTHERS in Development and Psychopathology, 34-5 (December 2022)  

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