Comparing Early Pragmatics in Typically Developing Children and Children with Neurodevelopmental Disorders
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| Title: | Comparing Early Pragmatics in Typically Developing Children and Children with Neurodevelopmental Disorders |
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| Language: | English |
| Authors: | Wong, Kay H. Y. (ORCID |
| Source: | Journal of Autism and Developmental Disorders. Sep 2022 52(9):3825-3839. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Pragmatics, Preschool Children, Language Impairments, Pervasive Developmental Disorders, Autism |
| DOI: | 10.1007/s10803-021-05261-9 |
| ISSN: | 0162-3257 1573-3432 |
| Abstract: | This study examined the early pragmatic language skills in typically developing (TD) preschool-age children, children with language impairment (LI) and children with autism spectrum disorder (ASD). Two hundred and sixty-two TD children, 73 children with LI, and 16 children with ASD were compared on early pragmatics through direct assessment (DA). Post hoc analysis revealed that children in two clinical groups displayed significant pragmatic language deficits. Children in the ASD group who were older exhibited comparable degree of impairments as their LI peers, suggesting a relatively stagnant development of pragmatic language skills in children with ASD. Findings also supported the use of DA in identifying pragmatic language deficits, which have implications for the adoption of this assessment approach in clinical settings. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1343860 |
| Database: | ERIC |
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| Abstract: | This study examined the early pragmatic language skills in typically developing (TD) preschool-age children, children with language impairment (LI) and children with autism spectrum disorder (ASD). Two hundred and sixty-two TD children, 73 children with LI, and 16 children with ASD were compared on early pragmatics through direct assessment (DA). Post hoc analysis revealed that children in two clinical groups displayed significant pragmatic language deficits. Children in the ASD group who were older exhibited comparable degree of impairments as their LI peers, suggesting a relatively stagnant development of pragmatic language skills in children with ASD. Findings also supported the use of DA in identifying pragmatic language deficits, which have implications for the adoption of this assessment approach in clinical settings. |
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| ISSN: | 0162-3257 1573-3432 |
| DOI: | 10.1007/s10803-021-05261-9 |
