"Are We Done Yet?" Question-Asking in Boys with Fragile X Syndrome and Idiopathic Autism Spectrum Disorder

Autor/inn/en	Friedman, Laura; Lorang, Emily; Hilvert, Elizabeth; Sterling, Audra
Titel	"Are We Done Yet?" Question-Asking in Boys with Fragile X Syndrome and Idiopathic Autism Spectrum Disorder
Quelle	In: Journal of Speech, Language, and Hearing Research, 63 (2020) 6, S.1822-1834 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Friedman, Laura) ORCID (Hilvert, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Intellectual Disability; Autism; Pervasive Developmental Disorders; Males; Comorbidity; Questioning Techniques; Children; Adolescents; Speech Communication; Measurement; Intelligence Quotient; Diagnostic Tests; Observation; Severity (of Disability); Grammar; Language Impairments; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Autismus; Male; Männliches Geschlecht; Befragungstechnik; Fragetechnik; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Messverfahren; Intelligenzquotient; Diagnostic test; Diagnostischer Test; Beobachtung; Schweregrad; Grammatik; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung
Abstract	Purpose: Question-asking serves as a tool to learn new information and is important in both academic and social settings. Boys with idiopathic autism spectrum disorder (ASD) and boys with fragile X syndrome and comorbid ASD (FXS + ASD) have similar social communication deficits, which may have downstream effects on their question-asking ability. This study examined question-asking in school-age boys with idiopathic ASD and FXS + ASD, including the role of ASD severity, expressive grammatical complexity (measured by mean length of utterance [MLU]), and IQ. Method: Twenty-five boys with FXS + ASD and 21 boys with idiopathic ASD (ages 9-16 years) were included in this study. Autism Diagnostic Observation Schedule assessments were transcribed and coded for the frequency, function, and appropriateness of spontaneous questions asked. We examined group differences in these aspects of question-asking and relationships between question-asking and ASD severity, MLU, and IQ within each group. Results: Boys with FXS + ASD asked more questions than boys with idiopathic ASD, although boys with idiopathic ASD asked a higher proportion of appropriate questions. Boys with idiopathic ASD also asked the examiner more personal questions than the boys with FXS + ASD. ASD severity and MLU were related to the proportion of clarification questions in FXS + ASD, and ASD severity was also related to the proportion of personal questions in this group. For the boys with idiopathic ASD, ASD severity was related to the total number of questions asked. Conclusions: Our findings highlight similarities and differences between boys with FXS + ASD and idiopathic ASD in their spontaneous question production and indicate that ASD severity and grammatical language are differentially important for question-asking. This study has implications for targeted treatment in question-asking skills for boys with FXS + ASD and ASD. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01