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Social pragmatic communication disorder

Manya Jyotishi, Deborah Fein, Letitia Naigles
Compared to typically developing children, children with autism (ASD) show delayed production of wh-questions. It is currently controversial the degree to which such deficits derive from social-pragmatic requirements and/or because these are complex grammatical structures. The current study employed the intermodal preferential looking (IPL) paradigm, which reduces social-pragmatic demands. The IPL paradigm can help distinguish these proposals, as successful comprehension promotes the "pragmatics-origins" argument whereas comprehension difficulties would implicate a "grammatical-origins" argument...
2017: Frontiers in Psychology
Heather MacFarlane, Kyle Gorman, Rosemary Ingham, Alison Presmanes Hill, Katina Papadakis, Géza Kiss, Jan van Santen
Deficits in social communication, particularly pragmatic language, are characteristic of individuals with autism spectrum disorder (ASD). Speech disfluencies may serve pragmatic functions such as cueing speaking problems. Previous studies have found that speakers with ASD differ from typically developing (TD) speakers in the types and patterns of disfluencies they produce, but fail to provide sufficiently detailed characterizations of the methods used to categorize and quantify disfluency, making cross-study comparison difficult...
2017: PloS One
Letitia R Naigles, Saime Tek
Children with autism spectrum disorder (ASD) demonstrate impairments in social interaction and communication, and in repetitive/stereotypical behaviors. The degree to which children with ASD also manifest impairments in structural language-such as lexicon and grammar-is currently quite controversial. We reframe this controversy in terms of Naigles' (Naigles, Cognition 2002, 86: 157-199) 'form is easy, meaning is hard' thesis, and propose that the social difficulties of children with ASD will lead the meaning-related components of their language to be relatively more impaired than the form-related components...
March 6, 2017: Wiley Interdisciplinary Reviews. Cognitive Science
Margiad Elen Williams, Richard Hastings, Joanna Mary Charles, Sue Evans, Judy Hutchings
INTRODUCTION: Children with autistic spectrum disorder (ASD) often have associated behavioural difficulties that can present a challenge for parents and parenting. There are several effective social learning theory-based parenting programmes for dealing with behavioural difficulties, including the Incredible Years (IY) parent programmes. However, these programmes typically do not specifically target parents of children with ASD. Recently, a new addition to the IY suite of programmes known as the IY Autistic Spectrum and Language Delays (IY-ASLD) parent programme was developed...
February 16, 2017: BMJ Open
Gary E Martin, Jamie Barstein, Jane Hornickel, Sara Matherly, Genna Durante, Molly Losh
The ability to indicate a failure to understand a message is a critical pragmatic (social) language skill for managing communication breakdowns and supporting successful communicative exchanges. The current study examined the ability to signal noncomprehension across different types of confusing message conditions in children and adolescents with fragile X syndrome (FXS), Down syndrome (DS), autism spectrum disorder (ASD), and typical development (TD). Controlling for nonverbal mental age and receptive vocabulary skills, youth with comorbid FXS and ASD and those with DS were less likely than TD controls to signal noncomprehension of confusing messages...
January 2017: Journal of Communication Disorders
Shima Ghahari, Hamidreza Hassani, Maryam Purmofrad
Unlike such cognitive impairments as autism and schizophrenia, the speech pattern in obsessive-compulsive disorder (OCD) has largely remained underrepresented. We examined the pragmatic competence of OCD-affected individuals under two variant modes: pragmatic recognition and pragmatic production. In the recognition phase, the informants completed a discourse completion test around two speech acts of request and apology (20 high power distance situations). The production phase was carried out through an interview during which the informants' communication behaviors were rated on the basis of the Orion's pragmatic language skills checklist (OPLS) subscales...
December 24, 2016: Journal of Psycholinguistic Research
Andrea C Ash, Sean M Redmond, Geralyn R Timler, Jacob Kean
The addition of social (pragmatic) communication disorder [S(P)CD] to the DSM-5 taxonomy has left clinicians and researchers searching for appropriate diagnostic measures. Factor analysis procedures examined the extent to which S(P)CD symptoms presented within the Children's Communication Checklist-Second Edition (CCC-2) represented a unique construct and whether these factors were influenced by children's sex. Parents of 208 children (males = 125 and females = 83) from a community-based sample completed the CCC-2...
2017: Clinical Linguistics & Phonetics
Lucy Riglin, Stephan Collishaw, Ajay K Thapar, Søren Dalsgaard, Kate Langley, George Davey Smith, Evie Stergiakouli, Barbara Maughan, Michael C O'Donovan, Anita Thapar
Importance: Attention-deficit/hyperactivity disorder (ADHD) is a heritable neurodevelopmental disorder that shows clinical and genetic overlap with other childhood neurodevelopmental disorders. Levels of ADHD symptoms typically decline across childhood and adolescence, although they remain elevated for some individuals. The determinants of symptom persistence and decline are not yet fully understood. Objectives: To test the hypothesis that genetic risk variant load for ADHD (indexed by polygenic risk scores [PRS]), but not for other psychiatric disorders, is associated with population-based ADHD symptom trajectories across childhood and adolescence, and to examine whether higher genetic liability for ADHD is correlated with total number of additional neurodevelopmental disorders (multimorbidity) in childhood...
December 1, 2016: JAMA Psychiatry
Florian Chapelain, Virginie Dardier, Philippe Allain, Bastien Fraudet, Benoit Nicolas, Gilles Edan, Philippe Gallien
OBJECTIVE: Along with the development of knowledge about cognitive abnormalities in MS, various clinical observations report neurobehavioral changes in this disease [1]. However, there is a lack of research on social behavior regulation skills. The few studies conducted in this field investigated emotional processing and theory of mind skills. Results suggest impairment in both aspects for part of the MS population and they closely follow the results achieved in others conditions. OBSERVATIONS: Our aim is to report communication profile of two single cases...
September 2016: Annals of Physical and Rehabilitation Medicine
V Calabrese, J Giordano, M Ruggieri, D Berritta, A Trovato, M L Ontario, R Bianchini, E J Calabrese
In the United States, 1.1-1.5% of children have been diagnosed with autism spectrum disorders (ASD), corresponding to a 30% increase in incidence and prevalence. Social and communication impairments are the main signs and symptoms of ASD, and currently available medications have been ineffective in reducing these core deficits. Observational studies have indicated that children with ASD tend to show improved cognition and behavior after febrile illness, which is associated with alteration of metabolic pathways, leading to cellular stress responses and increased expression of heat shock proteins (Hsps)...
December 2016: Journal of Neuroscience Research
Linda Lönnqvist, Soile Loukusa, Tuula Hurtig, Leena Mäkinen, Antti Siipo, Eero Väyrynen, Pertti Palo, Seppo Laukka, Laura Mämmelä, Marja-Leena Mattila, Hanna Ebeling
The aim of the current study was to investigate subtle characteristics of social perception and interpretation in high-functioning individuals with autism spectrum disorders (ASDs), and to study the relation between watching and interpreting. As a novelty, we used an approach that combined moment-by-moment eye tracking and verbal assessment. Sixteen young adults with ASD and 16 neurotypical control participants watched a video depicting a complex communication situation while their eye movements were tracked...
November 2017: Quarterly Journal of Experimental Psychology: QJEP
Rita Obeid, Patricia J Brooks, Kasey L Powers, Kristen Gillespie-Lynch, Jarrad A G Lum
Impairments in statistical learning might be a common deficit among individuals with Specific Language Impairment (SLI) and Autism Spectrum Disorder (ASD). Using meta-analysis, we examined statistical learning in SLI (14 studies, 15 comparisons) and ASD (13 studies, 20 comparisons) to evaluate this hypothesis. Effect sizes were examined as a function of diagnosis across multiple statistical learning tasks (Serial Reaction Time, Contextual Cueing, Artificial Grammar Learning, Speech Stream, Observational Learning, and Probabilistic Classification)...
2016: Frontiers in Psychology
Apurba Barman, Ahana Chatterjee, Rohit Bhide
Traumatic brain injury (TBI) is among the significant causes of morbidity and mortality in the present world. Around 1.6 million persons sustain TBI, whereas 200,000 die annually in India, thus highlighting the rising need for appropriate cognitive rehabilitation strategies. This literature review assesses the current knowledge of various cognitive rehabilitation training strategies. The entire spectrum of TBI severity; mild to severe, is associated with cognitive deficits of varying degree. Cognitive insufficiency is more prevalent and longer lasting in TBI persons than in the general population...
May 2016: Indian Journal of Psychological Medicine
Sarah Wilkes-Gillan, Alycia Cantrill, Lauren Parsons, Cally Smith, Reinie Cordier
OBJECTIVE: This study examined the communication skills, pragmatic language, parent-child relationships, and attention deficit hyperactivity disorder (ADHD) symptoms of children with ADHD and their playmates 18-months after a pilot parent-delivered intervention for improving social play skills and pragmatic language. METHODS: Participants were five children with ADHD, their parents, and five typically-developing playmates. Outcomes were measured immediately post and 18-months following the intervention...
June 17, 2016: Developmental Neurorehabilitation
Yael Brukner-Wertman, Nathaniel Laor, Ofer Golan
DSM-5 introduced two diagnoses describing neurodevelopmental deficits in social communication (SC); Autism Spectrum Disorder (ASD) and Social (Pragmatic) Communication Disorder (SPCD). These diagnoses are differentiated by Repetitive and Restricted Behaviors (RRB), required for an ASD diagnosis and absent in SPCD. We highlight the gaps between the research into SPCD and DSM-5's diagnostic criteria, and discuss the clinical implications of this diagnostic decision. We argue that DSM-5's demand for full manifestation of both SC and RRB axes when diagnosing ASD, prematurely forced a categorical view on the continual nature of the potentially dependent SC and RRB phenotypes...
August 2016: Journal of Autism and Developmental Disorders
Holly P Branigan, Alessia Tosi, Karri Gillespie-Smith
It is well established that adults converge on common referring expressions in dialogue, and that such lexical alignment is important for successful and rewarding communication. The authors show that children with an autistic spectrum disorder (ASD) and chronological- and verbal-age-matched typically developing (TD) children also show spontaneous lexical alignment. In a card game, both groups tended to refer to an object using the same name as their partner had previously used for the same or a different token of the object...
April 14, 2016: Journal of Experimental Psychology. Learning, Memory, and Cognition
Niko Kargas, Beatriz López, Paul Morris, Vasudevi Reddy
PURPOSE: To date, the literature on perception of affective, pragmatic, and grammatical prosody abilities in autism spectrum disorders (ASD) has been sparse and contradictory. It is interesting to note that the primary perception of syllable stress within the word structure, which is crucial for all prosody functions, remains relatively unexplored in ASD. Thus, in the current study, we explored syllable stress perception sensitivity and its relationship to speech production abnormalities and communicative ability in adults with ASD...
April 1, 2016: Journal of Speech, Language, and Hearing Research: JSLHR
Mieke P Ketelaars, Kino Jansonius, Juliane Cuperus, Ludo Verhoeven
BACKGROUND: Children with pragmatic language impairment (PLI) show impairments in the use of language in social contexts. Although the issue has been gaining attention in recent literature, not much is known about the developmental trajectories of children who experience pragmatic language problems. Since narrative competence is an important predictor of both academic and social success, evaluating narrative competence in children with PLI is deemed important. AIMS: To examine the development of narrative competence of children with PLI compared with typically developing (TD) children using a prognostic longitudinal design...
March 2016: International Journal of Language & Communication Disorders
N Crespo-Eguilaz, S Magallon, R Sanchez-Carpintero, J Narbona
INTRODUCTION: The Children's Communication Checklist (CCC) by Bishop is a useful scale for evaluation of pragmatic verbal abilities in school children. The aim of the study is to ascertain the validity and reliability of the CCC in Spanish. SUBJECTS AND METHODS: Answers to the CCC items by parents of 360 children with normal intelligence were analyzed. There were five groups: 160 control children; 68 children with attention deficit hyperactivity disorder, 77 with procedural non-verbal disorder, 25 children with social communication disorder and 30 with autism spectrum disorder...
2016: Revista de Neurologia
Elaine Lockton, Catherine Adams, Anna Collins
BACKGROUND: Children who have social communication disorder (CwSCD) demonstrate persistent difficulties with language pragmatics in conversations and other verbal interactions. Speech-language interventions for these children often include promotion of metapragmatic awareness (MPA); that is, the ability to identify explicitly and reflect upon pragmatic rules (MP explicitation). Improved MPA is assumed to support increased self-monitoring and generalization of pragmatic knowledge. Evidence to support this as a mechanism of intervention depends upon the identification of a systematic relationship between MPA and use of pragmatic rules in conversational behaviour...
September 2016: International Journal of Language & Communication Disorders
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