Pragmatic Language Profiles of School-Age Children with Autism Spectrum Disorders and Williams Syndrome

Autor/inn/en	Philofsky, Amy; Fidler, Deborah J.; Hepburn, Susan
Titel	Pragmatic Language Profiles of School-Age Children with Autism Spectrum Disorders and Williams Syndrome
Quelle	In: American Journal of Speech-Language Pathology, 16 (2007) 4, S.368-380 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1058-0360
DOI	10.1044/1058-0360(2007/040)
Schlagwörter	Nonverbal Communication; Autism; Profiles; Pragmatics; Pervasive Developmental Disorders; Children; Genetic Disorders; Developmental Disabilities; Interpersonal Competence; Language Impairments; Interpersonal Communication; Interpersonal Relationship; Check Lists; Interviews; Syntax; Semantics; Language Usage; Speech Skills; Context Effect; Colorado; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Autismus; Charakterisierung; Profilanalyse; Pragmalinguistik; Child; Kind; Kinder; Entwicklungsstörung; Interpersonale Kompetenz; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Interpersonale Kommunikation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Checkliste; Interviewing; Interviewtechnik; Semantik; Sprachgebrauch; Mündliche Leistung; Sprachfertigkeit
Abstract	Purpose: To describe and compare the pragmatic language profiles of school-age children with autism spectrum disorders (ASD) and Williams syndrome (WS) on a standardized measure to determine whether a standard pragmatics tool can differentiate between 2 groups of children with opposing social presentations and pragmatic language difficulties. Method: Twenty-two parents of school-age children with ASD, 21 parents of school-age children with WS, and 19 parents of school-age typically developing children rated their child on the Children's Communication Checklist--Second Edition (CCC-2; D. Bishop, 2003), a standardized pragmatic language assessment tool. Results: Both clinical groups demonstrated impairment in overall communication and pragmatic language functioning, but children with WS performed significantly better on overall pragmatic language functioning, and the magnitude of the effect was medium. Profile examination revealed equivalent performances between ASD and WS on most CCC-2 subscales; however, significantly better performances on the Coherence, Stereotyped Language, Nonverbal Communication, and Social Relations subscales were observed in WS. Conclusions: The CCC-2 appears to provide an effective means to identify and characterize pragmatic language difficulties using a standardized approach in children with ASD and WS. (Contains 5 tables and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10