A Comparison of Receptive-Expressive Language Profiles between Toddlers with Autism Spectrum Disorder and Developmental Language Delay

Abstract

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.

A Discrepancy in Comprehension and Production in Early Language Development in ASD: Is it Clinically Relevant?

“…Children with autism spectrum disorders (ASD) often present with a discrepant comprehension-production language profile—a relative degree of delay that is more pronounced for comprehension than production (i.e., higher production than comprehension performance) (Barbaro and Dissanayake 2012; Barneveld et al 2014; Charman et al 2003; Ellis Weismer et al 2010; Hudry et al 2010; Kover et al 2013; Loucas et al 2008; Luyster et al 2008; Maljaars et al 2012; Seol et al 2014; Volden et al 2011). More children with ASD show the discrepant comprehension-production profile than typically developing (TD) children or children with other developmental and intellectual disabilities (Barbaro and Dissanayake 2012; Ellis Weismer et al 2010; Maljaars et al 2012; Seol et al 2014).…”

“…More children with ASD show the discrepant comprehension-production profile than typically developing (TD) children or children with other developmental and intellectual disabilities (Barbaro and Dissanayake 2012; Ellis Weismer et al 2010; Maljaars et al 2012; Seol et al 2014). In a sample of children matched on nonverbal cognition, discrepant comprehension-production profiles were found in 31% of children with autistic disorder and intellectual disability, 24% of children with intellectual disability, and 15% of TD children (Maljaars et al 2012).…”

“…In a sample of children matched on nonverbal cognition, discrepant comprehension-production profiles were found in 31% of children with autistic disorder and intellectual disability, 24% of children with intellectual disability, and 15% of TD children (Maljaars et al 2012). Seol et al (2014) reported that 43% of children with ASD had a discrepant comprehension-production profile whereas 11% of children with language delays without ASD had a relative receptive language weakness. Ellis Weismer et al (2010) did not characterize their sample in terms of percentages, but found that expressive language was significantly higher than receptive language on two of three language measures for toddlers with autistic disorder whereas the toddlers with PDD-NOS or a developmental delay (DD) displayed more equivalent patterns of comprehension and production abilities.…”

“…Other researchers have categorized children according to their language domain profile. For example, Seol et al (2014) identified children as expressive dominant, receptive dominant, or non-dominant and examined the frequency of these profiles relative to comparison groups. Only two prior studies have addressed the issue of meaningful differences in scores (Kjelgaard and Tager-Flusberg 2001; Kover et al 2013).…”

“…A cross-sectional study focused on toddlers and preschoolers found that a discrepant comprehension-production profile persisted until 30-39 months for children with ASD (Seol et al 2014). Specifically, Seol et al (2014) found a ‘receptive dominant’ profile in 55.6% and 54.1% of children with ASD at 20-29 months and 30-39 months, respectively, but the percent of individuals with a discrepant comprehension-production profile decreased to 23.1% at 40-49 months with most children showing neither a receptive nor expressive advantage at that age.…”