PurposeIt is well known that expressive language impairment is commonly less severe than receptive language impairment in children with autism spectrum disorder (ASD). However, this result is based on experiments in Western countries with Western language scales. This study tries to find whether the result above is applicable for toddlers in a non-Western country; more specifically, in Korea with non-Western language scales.Materials and MethodsThe participants were 166 toddlers aged between 20 months and 50 months who visited the clinic from December 2010 to January 2013. The number of toddlers diagnosed as ASD and developmental language delay (DLD) was 103 and 63, respectively. Language development level was assessed using Sequenced Language Scale for Infants (SELSI), a Korean language scale. Using SELSI, each group was divided into 3 sub-groups. Moreover, the group difference by age was observed by dividing them into three age groups. Chi-square test and linear-by-linear association was used for analysis.ResultsReceptive language ability of the DLD group was superior to that of the ASD group in all age groups. However, expressive language ability in both groups showed no difference in all age groups. A greater proportion of expressive dominant type was found in ASD. The 20-29 months group in ASD showed the largest proportion of expressive language dominant type in the three age groups, suggesting that the younger the ASD toddler is, the more severe the receptive language impairment is.ConclusionThese findings suggest that receptive-expressive language characteristics in ASD at earlier age could be useful in the early detection of ASD.
PurposeHigh-functioning autism spectrum disorder (ASD) involves pragmatic impairment of language skills. Among numerous tasks for assessing pragmatic linguistic skills, idioms are important to evaluating high-functioning ASD. Nevertheless, no assessment tool has been developed with specific consideration of Korean culture. Therefore, we designed the Korean Autism Social Language Task (KASLAT) to test idiom comprehension in ASD. The aim of the current study was to introduce this novel psychological tool and evaluate idiom comprehension deficits in high-functioning ASD.Materials and MethodsThe participants included 42 children, ages 6-11 years, who visited our child psychiatric clinic between April 2014 and May 2015. The ASD group comprised 16 children; the attention deficit hyperactivity disorder (ADHD) group consisted of 16 children. An additional 10 normal control children who had not been diagnosed with either disorder participated in this study. Idiom comprehension ability was assessed in these three groups using the KASLAT.ResultsBoth ASD and ADHD groups had significantly lower scores on the matched and mismatched tasks, compared to the normal control children (matched tasks mean score: ASD 11.56, ADHD 11.56, normal control 14.30; mismatched tasks mean score: ASD 6.50, ADHD 4.31, normal control 11.30). However, no significant differences were found in scores of KASLAT between the ADHD and ASD groups.ConclusionThese findings suggest that children with ASD exhibit greater impairment in idiom comprehension, compared to normal control children. The KASLAT may be useful in evaluating idiom comprehension ability.
PurposeAutism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by social communication impairments and repetitive behaviors or restricted interests. Impaired pragmatic language comprehension is a universal feature in individuals with ASD. However, the underlying neural basis of pragmatic language is poorly understood. In the present study, we examined neural activation patterns associated with impaired pragmatic language comprehension in ASD, compared to typically developing children (TDC).Materials and MethodsFunctional magnetic resonance imaging (fMRI) was applied to 15 children with ASD and 18 TDC using the Korean pragmatic language task.ResultsChildren with ASD were less accurate than TDC at comprehending idioms, particularly when they were required to interpret idioms with mismatched images (mismatched condition). Children with ASD also showed different patterns of neural activity than TDC in all three conditions (neutral, matched, and mismatched). Specifically, children with ASD showed decreased activation in the right inferior frontal gyrus (IFG) (Brodmann area 47) in the mismatched condition, compared with TDC (IFG; t(31)=3.17, p<0.001).ConclusionThese results suggest that children with ASD face difficulties in comprehending pragmatic expressions and apply different pragmatic language processes at the neural level.
Objectives: Children with autism spectrum disorders (ASD) shows atypicality in various domains in language. One of atypical characteristics in their language can be found in vocabulary. Usually children show greater receptive than expressive vocabularies, but for ASD children the opposite results are reported. Even though children with autism show mutual exclusivity when mapping new words to the correct objects, their social deficits prohibit them from being reinforced by others' feedback. Thus they can have more difficulty in receiving initiation and directions from others, and as a result, can demonstrate atypical vocabulary characteristics. The purpose of this study is to find out the differences in expressive and receptive vocabulary abilities among children with high functioning ASD, low functioning ASD, and intellectual disabilities (ID), and the discrepancies in expressive and receptive vocabulary among the three groups. Methods: Ten high functioning ASD, 11 low functioning ASD, and 12 ID children were tested with the receptive and expressive vocabularies test (REVT). Results: The results indicate significant differences in receptive and expressive vocabularies. However, there was no significance between receptive and expressive vocabulary among three groups even though trends of higher expressive vocabularies over receptive can be found in the high and low functioning ASD group. Conclusion: The trends of higher expressive vocabulary in the two ASD groups compare to ID group tells high possibilities that children with ID can be reinforced by the feedback that the interaction partner gives. For the future studies, it is necessary to increase the sample size and add assessment tools which can prove vocabulary abilities.Children with autism spectrum disorders (ASD) range from those who have no verbal language ability to those who can converse with others with varying degrees competence. However, retism from ages 24 to 36 months have significantly higher age-equiv-http://dx.
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