Is Grammar Spared in Autism Spectrum Disorder? Data from Judgments of Verb Argument Structure Overgeneralization Errors

Ambridge, Ben; Bannard, Colin; Jackson, Georgina H.

doi:10.1007/s10803-015-2487-5

Cited by 15 publications

(6 citation statements)

References 57 publications

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“…Several studies have suggested that children with ASD exhibit syntactic delays in comparison to peers with intellectual disability or TD. [34][35][36][37] These syntactic abnormalities can include challenges with verb phrases, regular and irregular past tense, present tense, and regular third person singular verbs. 35,36 However, like deficits in semantics, challenges in this domain of language are not universal among individuals with ASD; several studies have reported intact syntactic skills in individuals with ASD when compared with TD peers.…”

Section: Language Overview In Autism Spectrum Disordermentioning

confidence: 99%

A Review of Language, Executive Function, and Intervention in Autism Spectrum Disorder

Friedman

Sterling

2019

Semin Speech Lang

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Difficulties with both executive functions and language skills are common but variable in autism spectrum disorder (ASD). Executive functions and language skills are related to one another, such that vocabulary, syntax, and pragmatics are related to domains of working memory, shifting, and inhibition in ASD, although the directionality of these relationships remains unclear. Moreover, interventions that target pragmatic ability have been found to improve executive function skills, and conversely, executive function interventions are linked with improvements in social skills in children with ASD. We review the literature on executive functions, language skills, and their relationship in ASD; discuss factors that may be driving inconsistent findings; and explore clinical applications from the research thus far.Learning Outcomes: As a result of this activity, the reader will be able to (1) explain the relationship between executive functions and language in ASD; (2) describe how targeted interventions may impact executive function or language performance in ASD; and (3) explain how various executive function task features and inclusion of different comparison groups may yield distinctive findings.Autism spectrum disorder (ASD) is a neurodevelopmental disorder that is behaviorally diagnosed and is characterized by deficits in social communication and the presence of restricted and repetitive patterns of behavior. 1 Recent estimates from the Centers for Disease Control and Prevention indicate that this disorder affects approximately 1 in 59 children. 2

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Section: Language Overview In Autism Spectrum Disordermentioning

confidence: 99%

A Review of Language, Executive Function, and Intervention in Autism Spectrum Disorder

Friedman

Sterling

2019

Semin Speech Lang

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“…Performance on grammatical judgment of incorrect/correct sentences has shown children with ASD to be less sensitive than controls. 2 , 26 In some of the more recent research on this matter, there seems to be agreement that development of grammar generally may be delayed in children with ASD. 3 …”

Section: Introductionmentioning

confidence: 99%

Speech and language profiles in 4- to 6-year-old children with early diagnosis of autism spectrum disorder without intellectual disability

Kjellmer

Fernell

Gillberg

et al. 2018

NDT

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PurposeThis study aimed to present speech and language data from a community-representative group of 4- to 6-year-old children with early-diagnosed autism spectrum disorder (ASD) without intellectual disability (ID).MethodsThe study group comprised 83 children 4–6 years of age with ASD without ID. They had been diagnosed with ASD before age 4.5 years and had received intervention at a specialized habilitation center. At 2-year follow-up, their language abilities were evaluated comprehensively by two speech–language pathologists using a battery of assessments. Receptive and expressive language and phonology were examined. The phonology evaluation included measures of phonological speech production and of phonological processing.ResultsResults revealed that almost 60% had moderate–severe language problems. Nearly half exhibited combined expressive and receptive language problems, of which a majority also had phonology problems. Phonological speech problems were found in 21% of the total group.ConclusionThe findings underscore the importance of considering speech/language disorders in children with ASD without ID, since they usually attend mainstream classes but need specific educational adaptations.

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“…Future research, therefore, should attempt to extend the present findings to a more representative sample, by using experimental paradigms that place reduced task demands on children with ASD, or even play to their strengths (as Bennetto, 2009, andAmbridge, Bannard &Jackson, 2015, argue for grammaticality judgment tasks). One particularly promising paradigm is eye tracking (e.g., Brock, Norbury, Einav & Nation, 2008;Norbury, Brock, Cragg, Einav, Griffiths & Nation, 2009;Hahn, Snedeker & Rabagliati, unpublished observations), in which children are not required to make any responses at all, or indeed to do anything other than pay attention to visual and linguistic stimuli.…”

Section: Discussionmentioning

confidence: 98%

Disentangling syntactic, semantic and pragmatic impairments in ASD: Elicited production of passives

2020

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Children with ASD and an IQ-matched control group of typically developing (TD) children completed an elicited-production task which encouraged the production of reversible passive sentences (e.g., “Bob was hit by Wendy”). Although the two groups showed similar levels of correct production, the ASD group produced a significantly greater number of “reversal” errors (e.g., “Wendy was hit by Bob”, when, in fact Wendy hit Bob) than the TD group (who, when they did not produce correct passives, instead generally produced semantically appropriate actives; e.g., “Wendy hit Bob”). These findings suggest that the more formal elements of syntax are spared relative to more semantic/pragmatic/narrative aspects (e.g., manipulating thematic roles) in at least high-functioning children with ASD.

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Is Grammar Spared in Autism Spectrum Disorder? Data from Judgments of Verb Argument Structure Overgeneralization Errors

Cited by 15 publications

References 57 publications

A Review of Language, Executive Function, and Intervention in Autism Spectrum Disorder

A Review of Language, Executive Function, and Intervention in Autism Spectrum Disorder

Speech and language profiles in 4- to 6-year-old children with early diagnosis of autism spectrum disorder without intellectual disability

Disentangling syntactic, semantic and pragmatic impairments in ASD: Elicited production of passives

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