The Use of Two Language Tests to Identify Pragmatic Language Problems in Children with Autism Spectrum Disorders

Autor/inn/en	Young, Edna Carter; Diehl, Joshua J.; Morris, Danielle; Hyman, Susan L.; Bennetto, Loisa
Titel	The Use of Two Language Tests to Identify Pragmatic Language Problems in Children with Autism Spectrum Disorders
Quelle	In: Language, Speech, and Hearing Services in Schools, 36 (2005) 1, S.62-72 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/0161-1461(2005/006)
Schlagwörter	Pragmatics; Language Tests; Autism; Language Impairments; Children; Investigations; Syntax; Story Grammar; Pervasive Developmental Disorders; Evaluation Methods; Scores; Comparative Analysis + Suchen Sie Ihr Suchwort? Pragmalinguistik; Language test; Sprachtest; Autismus; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Child; Kind; Kinder; Untersuchung
Abstract	Purpose: Pragmatic language disorders (PLDs) are difficult to diagnose in a cost-effective manner, and there are few assessment tools that yield quantitative data. This investigation was designed to determine whether two formal assessment tools would differentiate PLDs in children with autism spectrum disorders (ASDs) from controls matched on verbal IQ and language fundamentals. Method: Thirty-four matched participants were given the "Test of Pragmatic Language" ("TOPL"; D. Phelps-Terasaki & T. Phelps-Gunn, 1992) and the "Strong Narrative Assessment Procedure" ("SNAP"; C. J. Strong, 1998). Results: Participants with ASDs had significantly poorer scores than controls on the "TOPL." On the "SNAP," the children with ASDs performed similarly to controls on syntax, cohesion, story grammar, and completeness of episodes. The controls performed significantly better only on the ability to answer inferential questions. Clinical Implications: The "TOPL" was effective in differentiating PLDs in children with ASDs when performance was compared to matched controls. The "SNAP" did not clearly differentiate language problems in these two groups. Research is needed to develop formal assessment tools that target the unique language disabilities of high-functioning individuals with ASDs. (Author).
Anmerkungen	American Speech-Language-Hearing Association, 10801 Rockville Pike, Rockville, MD 20852. Tel: 301-897-5700, ext. 4164; Fax: 301-897-7348.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10