Tell Me Where It Is: Selective Difficulties in Spatial Language on the Autism Spectrum

Autor/inn/en	Bochynska, Agata; Coventry, Kenny R.; Vulchanov, Valentin; Vulchanova, Mila
Titel	Tell Me Where It Is: Selective Difficulties in Spatial Language on the Autism Spectrum
Quelle	In: Autism: The International Journal of Research and Practice, 24 (2020) 7, S.1740-1757 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bochynska, Agata)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361320921040
Schlagwörter	Spatial Ability; Intervention; Autism; Pervasive Developmental Disorders; Recall (Psychology); Language Skills; Comparative Analysis; Cognitive Ability; Verbal Ability; Prediction; Task Analysis; Language Usage; Language Acquisition; Form Classes (Languages); Children; Intelligence Tests; Language Tests; Foreign Countries; Naming; Adolescents; Norway; Wechsler Intelligence Scale for Children; Test of Language Development + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Autismus; Abberufung; Language skill; Sprachkompetenz; Denkfähigkeit; Mündliche Leistung; Vorhersage; Aufgabenanalyse; Sprachgebrauch; Sprachaneignung; Spracherwerb; Analytischer Sprachbau; Child; Kind; Kinder; Intelligence test; Intelligenztest; Language test; Sprachtest; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Norwegen
Abstract	Proficient use of spatial terms such as "under," "to the left of" or "in front of" is a central component of daily communication and is important in the development of language and spatial cognition. Here we examine spatial language abilities in intellectually high-functioning individuals with autism spectrum disorder, an area previously overlooked in autism research. Twenty-five high-functioning individuals with ASD and 25 typically developing controls, matched for chronological age and cognitive abilities, completed a novel battery tapping a broad range of spatial language abilities. We report selective difficulties in the production of spatial terms and spatial description recall in high-functioning ASD. Overall verbal abilities did not account for the observed group differences. Crucially, however, the intensity of autism spectrum traits predicted individual performance in both spatial language production and spatial description recall. We discuss the theoretical implications of these findings and explore their significance for both clinical practice and intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01