Comparing Early Pragmatics in Typically Developing Children and Children with Neurodevelopmental Disorders

Wong, Kay H. Y.; Lee, Kathy; Tsze, Sharon C. Y.; Yu, Wilson S.; Ng, Iris H.-Y.; Tong, Michael C. F.; Law, Tsz Ting

doi:10.1007/s10803-021-05261-9

Cited by 8 publications

(2 citation statements)

References 80 publications

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“…Moreover, autistic adults assign less nuanced intensity and valence to stimuli compared to NT subjects ( 90 , 91 ). For example, positive and negative images or words are evaluated less positively and negatively, respectively, than control subjects ( 92 ).…”

Section: Introductionmentioning

confidence: 99%

Tackling emotional processing in adults with attention deficit hyperactivity disorder and attention deficit hyperactivity disorder + autism spectrum disorder using emotional and action verbal fluency tasks

Walter

Martz²,

Weibel³

et al. 2023

Front. Psychiatry

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IntroductionAttention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) are two neurodevelopmental conditions with neuropsychological, social, emotional, and psychopathological similarities. Both are characterized by executive dysfunction, emotion dysregulation (ED), and psychiatric comorbidities. By focusing on emotions and embodied cognition, this study aims to improve the understanding of overlapping symptoms between ADHD and ASD through the use of verbal fluency tasks.MethodsFifty-two adults with ADHD, 13 adults with ADHD + ASD and 24 neurotypical (NT) participants were recruited in this study. A neuropsychological evaluation, including different verbal fluency conditions (e.g. emotional and action), was proposed. Subjects also completed several self-report questionnaires, such as scales measuring symptoms of ED.ResultsCompared to NT controls, adults with ADHD + ASD produced fewer anger-related emotions. Symptoms of emotion dysregulation were associated with an increased number of actions verbs and emotions produced in ADHD.DiscussionThe association between affective language of adults with ADHD and symptoms of emotion dysregulation may reflect their social maladjustment. Moreover, the addition of ADHD + ASD conditions may reflect more severe affective dysfunction.

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Section: Introductionmentioning

confidence: 99%

Tackling emotional processing in adults with attention deficit hyperactivity disorder and attention deficit hyperactivity disorder + autism spectrum disorder using emotional and action verbal fluency tasks

Walter

Martz²,

Weibel³

et al. 2023

Front. Psychiatry

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show abstract

“…Previous and recent literature on PLI advocate for the need to study this area further and adopt more comprehensive models and perspectives (Adams & Gaile, 2020; Andrés‐Roqueta et al, 2021; Anglada et al, 2016; Çiray et al, 2021; Murphy et al, 2021; Reindal et al, 2021; Wong et al, 2021). For instance, Hyter claimed that pragmatic assessment in children “is missing […] measures that are designed to examine more comprehensive aspects of pragmatics rather than focusing on one or two components”, so “future development of assessment measures that permit a more holistic picture of a child's pragmatic skills is essential” (Hyter, 2017, p. 517).…”

Section: Introductionmentioning

confidence: 99%

Conceptualizing, defining, and assessing pragmatic language impairment in clinical settings: A scoping review

Alduais

Majorano

Andrés‐Roqueta

et al. 2022

Infant and Child Development

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There has been significant and extensive knowledge production in the last four decades regarding pragmatic language impairment (PLI) in children with neurodevelopmental disorders. The evidence contained in this literature, however, is contradictory. The present scoping review (ScR) seeks to disentangle competing explanations of conceptualizing, defining, and assessing PLI to develop more systematic knowledge suitable for improving early intervention and diagnosing PLI. Our research included retrieving articles, books, book chapters, encyclopaedia articles, and other published material on conceptualizing, defining, and assessing preschoolers' PLIs from online databases. A total of 133 studies have been identified, divided into two types: 63 studies conceptualizing and assessing PLI in preschoolers and 70 studies conceptualizing and defining PLI without regard to age. They were published between 1983 and 2022. The inclusion of studies in the first group was based upon factors such as the age of participants, clinical settings, and the use of PLI assessment instruments. The second group of studies was selected in accordance with Web of Science, Scopus, and Lens database indicators that indicated who were the most popular authors within the field. This review utilized the PRISMA‐ScR (Preferred Reporting Items for Systematic reviews and Meta‐Analyses extension for Scoping Reviews) checklist and the Joanna Briggs Institute (JBI) guidelines. Results indicate that PLI is being conceptualized inconsistently. Three lists of concepts are reported here, with the earliest concept being “semantic‐pragmatic syndrome” and the most prevalent being “PLI” without semantic features. Among the most common misconceptions of PLI is the use of impairment, disorder, deficit, dysfunction, disability, and many other concepts, both within the same publication and among different authors who have written numerous publications in this field. Researchers and clinicians are confused as to the nature of social (pragmatic) communication disorder compared to PLI, owing in part to its inclusion as a competing concept for PLI. As a final point, we argue that using different assessment methods for PLI is a promising approach to hope for consistency in conceptualizing, defining, and assessing PLI in children with neurodevelopmental disorders or others. The vast number of existing studies that seek to conceptualize, define, and assess PLI in preschool children with neurodevelopmental disorders and other conditions illustrates the broad interest in understanding more about the nature and occurrence of this impairment. Further, these studies also highlight some common patterns, discrepancies, and contradictions in relevant language that suggests researchers in all related fields should endeavour to be consistent in the way these concepts are defined and discussed to avoid miscommunication and confusion across and within the professions, as well as decrease the redundancy and overlap of related information. A consistent conception of language dev...

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Chinese College Students’ Knowledge of Autism Spectrum Disorder (ASD) and Social Distance from Individuals with ASD: The Mediating Role of Negative Stereotypes

Wang

Zou

et al. 2021

J Autism Dev Disord

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Comparing Early Pragmatics in Typically Developing Children and Children with Neurodevelopmental Disorders

Cited by 8 publications

References 80 publications

Tackling emotional processing in adults with attention deficit hyperactivity disorder and attention deficit hyperactivity disorder + autism spectrum disorder using emotional and action verbal fluency tasks

Tackling emotional processing in adults with attention deficit hyperactivity disorder and attention deficit hyperactivity disorder + autism spectrum disorder using emotional and action verbal fluency tasks

Conceptualizing, defining, and assessing pragmatic language impairment in clinical settings: A scoping review

Chinese College Students’ Knowledge of Autism Spectrum Disorder (ASD) and Social Distance from Individuals with ASD: The Mediating Role of Negative Stereotypes

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