Brief Report: Pragmatic Language in Autism Spectrum Disorder: Relationships to Measures of Ability and Disability

2008 ◽  
Vol 39 (2) ◽  
pp. 388-393 ◽  
Author(s):  
Joanne Volden ◽  
Jamesie Coolican ◽  
Nancy Garon ◽  
Julie White ◽  
Susan Bryson
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pragmatic Language

scholarly journals Social (pragmatic) communication disorders and autism spectrum disorder

2015 ◽  
Vol 101 (8) ◽  
pp. 745-751 ◽  
Author(s):  
Gillian Baird ◽  
Courtenay Frazier Norbury
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Impairment ◽  
Communication Disorders ◽  
International Classification Of Diseases ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pragmatic Language ◽  
Clinical Disorder ◽  
Dsm 5 ◽  
Pragmatic Communication

Changes have been made to the diagnostic criteria for autism spectrum disorder (ASD) in the recent revision of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), and similar changes are likely in the WHO International Classification of Diseases (ICD-11) due in 2017. In light of these changes, a new clinical disorder, social (pragmatic) communication disorder (SPCD), was added to the neurodevelopmental disorders section of DSM-5. This article describes the key features of ASD, SPCD and the draft ICD-11 approach to pragmatic language impairment, highlighting points of overlap between the disorders and criteria for differential diagnosis.

Let's Talk: Review of Conversation Intervention Approaches for School-Aged Children and Adolescents with Autism Spectrum Disorder

2018 ◽  
Vol 39 (02) ◽  
pp. 158-165
Author(s):  
Geralyn Timler
Keyword(s):  
Autism Spectrum Disorder ◽  
Children And Adolescents ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pragmatic Language ◽  
Conversation Skills ◽  
School Aged Children ◽  
Adolescents With Autism ◽  
Social Tasks ◽  
Nonverbal Skills

AbstractConversation skills are an important intervention focus for verbally fluent school-aged children and adolescents with autism spectrum disorder (ASD). Three sets of approaches for supporting conversation skills are reviewed. Pragmatic language approaches focus on teaching the verbal and nonverbal skills needed to initiate and maintain conversations including strategies for recognizing and repairing communication breakdowns. Social skill approaches focus on similar conversation behaviors, but these behaviors are usually taught for use within specific social tasks such as entering peer groups, maintaining interactions, and resolving conflicts. Peer-focused approaches enlist the support of peers through direct teaching of strategies to engage and maintain conversations with students with ASD (i.e., peer-mediated interventions) or through environmental arrangement strategies to promote interactions between students with and without ASD (i.e., peer networks). Conversation interventions that incorporate strategies from all three sets of approaches are most likely to promote optimal outcomes. These outcomes include opportunities for students with ASD to develop and refine conversation skills with classmates who are more open to interactions with peers of differing abilities.

scholarly journals A systematic review of pragmatic language interventions for children with autism spectrum disorder

PLoS ONE ◽  
2017 ◽  
Vol 12 (4) ◽  
pp. e0172242 ◽  
Author(s):  
Lauren Parsons ◽  
Reinie Cordier ◽  
Natalie Munro ◽  
Annette Joosten ◽  
Renée Speyer
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pragmatic Language ◽  
Language Interventions

Change in Pragmatic Language in Infant-Toddlers With Autism Spectrum Disorder: A Retrospective Study

2011 ◽  
Vol 18 (1) ◽  
pp. 32-36
Author(s):  
Mallory Buckingham ◽  
Diana B. Newman
Keyword(s):  
Autism Spectrum Disorder ◽  
Retrospective Study ◽  
Cognitive Ability ◽  
Language Change ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pragmatic Language ◽  
Autism Severity ◽  
Intervention Intensity ◽  
Child Age

This study examined the unique effects of child age at entry to services, autism severity, and cognitive ability, as well as intervention intensity, and total hours in predicting change in language of toddlers with autism receiving birth-to-three services. Only age at entry to services was found to have a large effect on language change.

scholarly journals Social Communication and pragmatic skills of children with Autism Spectrum Disorder and Developmental Language Disorder

CoDAS ◽  
2022 ◽  
Vol 34 (2) ◽  
Author(s):  
Simone Vasconcelos Rocha Hage ◽  
Lidiane Yumi Sawasaki ◽  
Yvette Hyter ◽  
Fernanda Dreux Miranda Fernandes
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Assessment Tool ◽  
Language Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pragmatic Language ◽  
Developmental Language Disorder ◽  
Children With Asd ◽  
Social Communicative

ABSTRACT Purpose to assess the pragmatic and social communicative abilities of children with Typical Language Development (TLD), Autism Spectrum disorder (ASD) and Developmental Language Disorder (DLD). Methods Participants were 40 parents and 29 teachers of 40 children ages between 3 and 6 years. Ten children had DLD, ten had ASD and 20 had typical development. All participants answered to the questionnaire of the “Assessment of Pragmatic Language and Social Communication – APLSC – parent and professional reports – beta research version. Data were submitted to statistical analysis. Results The assessment tool was useful in identifying the difference in performance of children with different social communicative profiles. Conclusion Children with ASD presented social and pragmatic impairments that were more significant than those presented by children with DLD. However, both children with ASD and with DLD presented more social pragmatic difficulties than children with TLD.

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