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

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.

Investigating mother–child inter‐brain synchrony in a naturalistic paradigm: A functional near infrared spectroscopy (fNIRS) hyperscanning study

“…This finding holds profound significance, especially when contemplating its implications for investigating neural synchrony within clinical populations with speech, communication and behavioural disorders. Children with communication challenges often face obstacles in undertaking complex tasks demanding verbal communication and sustained attention, owing to their linguistic limitations and behavioural difficulties that hinder their ability to complete such activities (Hage et al, 2021; Hollo & Chow, 2015; Wintgens, 2013). Additionally, behavioural studies have highlighted time and time again that low‐quality parent–child interactions can have a negative impact on childhood development (Baumwell et al, 1997; Bornstein & Tamis‐LeMonda, 1989; Justice et al, 2019; Scheiber et al, 2022; Simpkins et al, 2006; Takeuchi et al, 2015).…”

Atención del Trastorno del espectro autista y epilepsia a través de Sistemas Aumentativos/Alternativos de Comunicación

“…(Brignell et al, 2018) indican que las personas con TEA que muestran graves alteraciones en el funcionamiento ejecutivo tendrán un aprendizaje más lento que aquellas que no presentan estas dificultades. De igual manera, (Hage et al, 2021) demuestran que las personas con epilepsia que no poseen lenguaje oral tienen graves limitaciones para la comprensión del uso de un SAAC, sobre todo en las primeras etapas del desarrollo madurativo. Por último, las dificultades en el lenguaje expresivo y receptivo también impiden el correcto aprendizaje de los SAAC en las personas con TEA y epilepsia (Almurashi et al, 2022).…”

Atypical structural connectivity of language networks in autism spectrum disorder: A meta‐analysis of diffusion tensor imaging studies

“…The UF is a temporal‐frontal association tract that projects from the temporal pole to the orbitofrontal cortex (Catani et al, 2013). It is relevant for sentence‐level comprehension and pragmatic function (Friederici, 2017), which are the most commonly affected linguistic abilities in ASD individuals (Hage et al, 2021). The IFOF is a long‐range intrahemispheric tract that originates from the occipital cortex, runs through the posteroinferior temporal area, terminates in the inferior frontal gyrus and dorsolateral prefrontal cortex, correlates with semantic and phrase‐level syntactical processes, and assists in reading or listening comprehension tasks (Friederici, 2015).…”