Assessing Pragmatic Language in Autism Spectrum Disorder: The Yale
            <i>in vivo</i>
            Pragmatic Protocol

Simmons, Elizabeth Schoen; Paul, Rhea; Volkmar, Fred R.

doi:10.1044/2014_jslhr-l-14-0040

Cited by 54 publications

(21 citation statements)

References 42 publications

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“…The term “pragmatic language problems” refers to difficulties with coherence and mental state referencing, which is common in youth with ASD and can lead to social communication deficits (Rumpf et al, 2012 ). However, these subtler language difficulties are not necessarily detected in traditional tests of intelligence like the Wechsler tests (Simmons et al, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

Severity of Autism Symptoms and Degree of Attentional Difficulties Predicts Emotional and Behavioral Problems in Children with High-Functioning Autism; a Two-Year Follow-up Study

et al. 2017

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Children with autism often struggle with emotional and behavioral problems (EBP). This study investigated whether level of autism symptoms, attention problems or verbal IQ at baseline can predict EBP 2 years later in children with High-Functioning Autism (HFA). Thirty-four participants with HFA and 45 typically developing children (TD) (ages 9–16) were assessed with parent ratings of EBP, autism symptoms, attention problems, and a test of verbal IQ. The amount of autism symptoms and degree of attention problems at baseline significantly predicted EBP at follow-up, whereas verbal IQ did not. The findings from this study emphasize the importance of assessing and understanding the consequences of autism symptoms and attention problems when treating EBP in children with HFA. Furthermore, interventions aimed at improving ASD symptoms may positively affect the prevalence of EBP in children with HFA.

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Section: Introductionmentioning

confidence: 99%

Severity of Autism Symptoms and Degree of Attentional Difficulties Predicts Emotional and Behavioral Problems in Children with High-Functioning Autism; a Two-Year Follow-up Study

et al. 2017

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“…autism," because many of Bartak's cases were difficult to concretely categorize, and a small subset of identified cases with pragmatic difficulties showed "significant autistic features" in domains beyond linguistics, semantics, and wider communication [18,22]. It is recommended that pragmatic disorders be clearly delineated from autism by other authors who caution against misdiagnosis [23].…”

Section: Open Access Freely Available Onlinementioning

confidence: 99%

A Comparative Analysis of Social (Pragmatic) Communication Skills in Students with High-Functioning Autism and Pragmatic Language Impairment Using Video-Based Assessments

Lavi¹

2019

Autism Open Access

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Social communication deficits are becoming more evident and better understood as our awareness, diagnosis, and treatment advance. Additionally, social language difficulties related to Autism Spectrum Disorder are becoming more distinguished and better understood.The current study aims to evaluate six key pragmatic language constructs introduced by The Clinical Assessment of Pragmatics and comparatively analyse these six constructs in three groups -adolescents who present as: typically developing, present with pragmatic language impairment, and present with high functioning autism. The six constructs analysed include: instrumental performance, social context appraisal, paralinguistic decoding, instrumental performance, affective expression, and paralinguistic signals. Results of the current study revealed significant differences across groups of students on receptive and expressive pragmatic language tasks. Students with HFA and PLI demonstrated adequate performance on instrumental in nature tasks such as, demonstrating politeness and requesting for help. As expected, students with HFA and PLI exhibited significant difficulties on higher order pragmatics tasks, such as the use of affective language, perception of irony, expression of sorrow, and demonstration of support. The key findings of the current study revealed that there are three constructs that could differentiate the understanding, assessment, and treatment of social language in students with PLI vs. HFA. Students with PLI and HFA may differ in their understanding and use of the skills in the following constructs: Social Context Appraisal, Paralinguistic Decoding, and Paralinguistic Cues.

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“…One recent addition to available dynamic assessment tools for language sample collection and pragmatic analysis is the Yale Pragmatic Protocol (YiPP). 10 The YiPP is a 30-minute semistructured conversation assessment that samples a range of conversation behaviors including discourse management skills (e.g., topic initiation, termination, and maintenance); communicative functions (e.g., commenting and requesting); conversational repair; and presupposition or recognition of a partner's conversational needs. The examiner's script provides 19 pragmatic probes and, if needed, a series of graduated prompts or cues delivered in a hierarchy from least to most supportive to elicit desired behaviors.…”

Section: Pragmatic Language Approachesmentioning

confidence: 99%

Let's Talk: Review of Conversation Intervention Approaches for School-Aged Children and Adolescents with Autism Spectrum Disorder

Timler

2018

Semin Speech Lang

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Conversation skills are an important intervention focus for verbally fluent school-aged children and adolescents with autism spectrum disorder (ASD). Three sets of approaches for supporting conversation skills are reviewed. Pragmatic language approaches focus on teaching the verbal and nonverbal skills needed to initiate and maintain conversations including strategies for recognizing and repairing communication breakdowns. Social skill approaches focus on similar conversation behaviors, but these behaviors are usually taught for use within specific social tasks such as entering peer groups, maintaining interactions, and resolving conflicts. Peer-focused approaches enlist the support of peers through direct teaching of strategies to engage and maintain conversations with students with ASD (i.e., peer-mediated interventions) or through environmental arrangement strategies to promote interactions between students with and without ASD (i.e., peer networks). Conversation interventions that incorporate strategies from all three sets of approaches are most likely to promote optimal outcomes. These outcomes include opportunities for students with ASD to develop and refine conversation skills with classmates who are more open to interactions with peers of differing abilities.

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Assessing Pragmatic Language in Autism Spectrum Disorder: The Yale in vivo Pragmatic Protocol

Abstract: These data suggest that a probe measure designed to assess pragmatic abilities in children with ASD within a conversational context has some validity for contributing to diagnostic classification and can identify specific areas of pragmatic vulnerabilities as part of a clinical assessment.

Cited by 54 publications

References 42 publications

Severity of Autism Symptoms and Degree of Attentional Difficulties Predicts Emotional and Behavioral Problems in Children with High-Functioning Autism; a Two-Year Follow-up Study

Severity of Autism Symptoms and Degree of Attentional Difficulties Predicts Emotional and Behavioral Problems in Children with High-Functioning Autism; a Two-Year Follow-up Study

A Comparative Analysis of Social (Pragmatic) Communication Skills in Students with High-Functioning Autism and Pragmatic Language Impairment Using Video-Based Assessments

Let's Talk: Review of Conversation Intervention Approaches for School-Aged Children and Adolescents with Autism Spectrum Disorder

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