Social Information Processing among Children with ASD, SLD, and Typical Development: The Mediational Role of Language Capacities

Autor/inn/en	Bauminger-Zviely, Nirit; Alon, Mor; Brill, Alit; Schorr-Edelsztein, Hani; David, Tzuriel; Tubul, Gila; Al-Yagon, Michal
Titel	Social Information Processing among Children with ASD, SLD, and Typical Development: The Mediational Role of Language Capacities
Quelle	In: Journal of Special Education, 53 (2019) 3, S.153-165 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466918821400
Schlagwörter	Autism; Pervasive Developmental Disorders; Learning Disabilities; Cognitive Processes; Social Development; Males; Elementary School Students; Grade 3; Grade 4; Grade 5; Grade 6; Social Influences; Social Environment; Language Usage; Semantics; Language Skills; Intelligence Tests; Verbal Ability; Vocabulary; Foreign Countries; Semitic Languages; Israel; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Autismus; Learning handicap; Lernbehinderung; Cognitive process; Kognitiver Prozess; Soziale Entwicklung; Male; Männliches Geschlecht; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Sozialer Einfluss; Soziales Umfeld; Sprachgebrauch; Semantik; Language skill; Sprachkompetenz; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Ausland; Arabisch; Hebräisch
Abstract	The present study examined the role of language capacities in explaining differences in social information processing (SIP) among three school-age groups: high-functioning children with autism spectrum disorder (ASD, IQ > 75), children with specific learning disorder (SLD), and children with typical development (TD). Participants were 96 boys in Grades 3 to 6, comprising 25 boys with ASD, 38 with SLD, and 33 with TD. SIP measures included two peer vignettes (group entry, ambiguous provocation) to highlight influences of social context. Both clinical groups (SLD, ASD) differed significantly from the nonclinical (TD) group in total language capacities and in five of six SIP measures. As hypothesized, language capacities also significantly mediated the two disorders' associations with children's deficits along SIP stages. Findings from this novel comparative study call for consideration of semantic-pragmatic language's role when planning interventions that target social cognition in both clinical populations as well as further empirical exploration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01