Comparing the Pragmatic Speech Profiles of Minimally Verbal and Verbally Fluent Individuals with Autism Spectrum Disorder

Autor/inn/en	La Valle, Chelsea; Plesa-Skwerer, Daniela; Tager-Flusberg, Helen
Titel	Comparing the Pragmatic Speech Profiles of Minimally Verbal and Verbally Fluent Individuals with Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 50 (2020) 10, S.3699-3713 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (La Valle, Chelsea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-020-04421-7
Schlagwörter	Autism; Pervasive Developmental Disorders; Speech; Pragmatics; Speech Impairments; Children; Adolescents; Young Adults; Observation; Diagnostic Tests; Profiles; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Autismus; Speaking; Sprechen; Pragmalinguistik; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Beobachtung; Diagnostic test; Diagnostischer Test; Charakterisierung; Profilanalyse
Abstract	Although pragmatic speech impairments have been found across the autism spectrum, how these manifest in minimally verbal (MV) individuals with autism spectrum disorder (ASD) has not been studied. We compared the pragmatic speech profiles of MV (n = 50) and verbally fluent (VF) individuals with ASD (n = 50; 6-21 years-old) based on natural language sampling during the Autism Diagnostic Observation Schedule-2. MV individuals with ASD primarily used their speech to agree/acknowledge/disagree, respond to a question, and request. In contrast, the primary pragmatic function used by VF individuals was commenting. Out of the total non-echolalic speech, groups did not differ proportionally in labeling and response to questions. Findings highlight the importance of investigating multiple aspects of pragmatic communication across different conversational partners and contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01