Parent-Reported Communication Abilities of Children with Sotos Syndrome: Evidence from the Children's Communication Checklist-2

Autor/inn/en	Lane, Chloe; Van Herwegen, Jo; Freeth, Megan
Titel	Parent-Reported Communication Abilities of Children with Sotos Syndrome: Evidence from the Children's Communication Checklist-2
Quelle	In: Journal of Autism and Developmental Disorders, 49 (2019) 4, S.1475-1483 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lane, Chloe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-018-3842-0
Schlagwörter	Autism; Pervasive Developmental Disorders; Children; Intellectual Disability; Speech Impairments; Pragmatics; Interpersonal Communication; Peer Relationship; Nonverbal Communication; Communication Problems; Check Lists + Suchen Sie Ihr Suchwort? Autismus; Child; Kind; Kinder; Intellect; Disability; Disabilities; Verstand; Behinderung; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Pragmalinguistik; Interpersonale Kommunikation; Peer-Beziehungen; Non-verbal communication; Nonverbale Kommunikation; Kommunikationsbarriere; Checkliste
Abstract	Sotos syndrome is a congenital overgrowth syndrome associated with intellectual disability. This study investigated communicative abilities of children with Sotos syndrome (n = 31), using the Children's Communication Checklist, second edition. A cross-syndrome approach was used to establish the specificity of these abilities. Children with Williams syndrome (n = 34) were used as a comparison group. In both groups, the majority of participants had communicative impairment. Children with Sotos syndrome had an uneven pragmatic language profile and greater impairment with social relations, compared with restricted interests. Overall, children with Sotos syndrome had difficulties with both language structure and pragmatic language and a specific profile of relative difficulty with using nonverbal communication, using context-appropriate language and understanding peer relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01