Literaturnachweis - Detailanzeige
Autor/inn/en | Greenslade, Kathryn J.; Utter, Elizabeth A.; Landa, Rebecca J. |
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Titel | Predictors of Pragmatic Communication in School-Age Siblings of Children with ASD and Low-Risk Controls |
Quelle | In: Journal of Autism and Developmental Disorders, 49 (2019) 4, S.1352-1365 (14 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Landa, Rebecca J.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0162-3257 |
DOI | 10.1007/s10803-018-3837-x |
Schlagwörter | Siblings; Children; Autism; Pervasive Developmental Disorders; Pragmatics; At Risk Persons; Interpersonal Communication; Expressive Language; Attention; Predictor Variables; Language Skills |
Abstract | Little empirical evidence exists about school-age pragmatic communication or predictors in siblings at heightened familial risk for ASD (HR) and low-risk (LR) controls. The "Pragmatic Rating Scale-School-Age" (Landa unpublished) was scored for 49 HR siblings and 18 LR controls at 8-12 years. Social-communication and language measures were collected between 14 and 36 months. At 36-months, siblings were classified as ASD (HR-ASD, n = 15), broad autism phenotype (HR-BAP, n = 19), or typically developing (HR-TD, n = 15). Results revealed a pragmatic continuum with significantly better scores for HR-TD than HR-BAP or HR-ASD, and HR-BAP than HR-ASD. Per regression models including all participants, 14-month joint attention initiations predicted school-age pragmatic communication, as did 24-month social-communication and expressive language scores. Early joint attention, social-communication, and language abilities contribute to later pragmatic functioning. (As Provided). |
Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |