Pragmatic Language Profiles of School-Age Children With Autism Spectrum Disorders and Williams Syndrome

Philofsky, Amy; Fidler, Deborah J.; Hepburn, Susan

doi:10.1044/1058-0360(2007/040)

Cited by 136 publications

(95 citation statements)

References 47 publications

(84 reference statements)

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“…Pragmatic language skills may play a similar role, but very few studies have examined pragmatic profiles. Recent work (Philofsky et al 2007) used the Children's Communication Checklist-Version 2 (CCC-2; Bishop 2003), a parent report checklist designed to evaluate communicative competence, to compare detailed pragmatic profiles of children with ASD and children with Williams' Syndrome. They found that there were both similarities and differences in pragmatic profile between the groups, but they did not relate these findings to measured differences in other language domains, or to differences in adaptive functioning.…”

mentioning

confidence: 99%

Brief Report: Pragmatic Language in Autism Spectrum Disorder: Relationships to Measures of Ability and Disability

Volden

Coolican

Garon

et al. 2008

J Autism Dev Disord

128

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Pragmatic language skill is regarded as an area of universal deficit in Autism Spectrum Disorder (ASD), but little is known about factors related to its development and how it in turn might contribute to skills needed to function in everyday contexts or to the expression of ASD-related symptoms. This study investigated these relationships in 37 high-functioning children with ASD. Multiple regression analyses revealed that structural language skills significantly predicted pragmatic language performance, but also that a significant portion of variance in pragmatic scores could not be accounted for by structural language or nonverbal cognition. Pragmatic language scores, in turn, accounted for significant variance in ADOS Communication and Socialization performance, but did not uniquely predict level of communicative or social adaptive functioning on the Vineland. These findings support the notion of pragmatic language impairment as integral to ASD but also highlight the need to measure pragmatic skills in everyday situations, to target adaptive skills in intervention and to intervene in functional, community-based contexts.

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mentioning

confidence: 99%

Brief Report: Pragmatic Language in Autism Spectrum Disorder: Relationships to Measures of Ability and Disability

Volden

Coolican

Garon

et al. 2008

J Autism Dev Disord

128

View full text Add to dashboard Cite

show abstract

“…Whilst not diagnostic, it can be used in screening for a potential communication conditions (e.g., ASC and specific language impairment-SLI). For the purposes of this study two CCC-2 indices were (see Philofsky, Fidler, & Hepburn, 2007). Firstly, to assess the use of language for social purpose, pragmatic language composite -CCC-2 PRAG -based on the sum of 4 CCC-2 scales assessing Context, Stereotyped Language, Non-Verbal Communication and Appropriate Initiation was derived.…”

Section: Measures Of Verbal Ability and Socio-communicative Competencementioning

confidence: 99%

Attentional processes in young children with congenital visual impairment

Tadić

Pring

Dale

2009

British J of Dev Psycho

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The study investigated mentalistic and descriptive discourse between school-aged children with visual impairment (VI) from birth, age 6-12 years, and their sighted mothers during joint book narrative (n=12), and in comparison to a group of sighted children of comparable age and verbal ability, and their mothers (n=14). The mothers of children with VI referred to the story characters' mental states and used descriptive elaborations to a greater extent than did the mothers of sighted children. The more mentalistic language the mothers of children with VI produced, the more mentalistic language was spoken by their children, although this was not independent of mothers' verbosity. The frequency of maternal elaborations, including their mentalistic language, was related the VI child's verbal cognition and socio-communicative competence. The findings offer an insight into nature and value of verbal scaffolding provided by mothers to their children with VI, shedding light on a potential candidate for future interventions.

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“…Informal tests that depend on parents' reports and observations regarding their children seem to be more effective in measuring pragmatic ability. Philofsky, Fidler, & Hepburn (2007) have used the second version of the Children's Communication Checklist (CCC-2) to simultaneously measure and compare PLIs in children with two types of syndromes: autism spectrum disorder ASD and William's syndrome WS. The CCC-2 was found to be an effective tool for identifying, measuring and comparing groups of children with PLIs.…”

Section: International Journal Of Linguisticsmentioning

confidence: 99%

Measuring Pragmatic Language in Children with Developmental Dysphasia: Comparing Results of Arabic Versions of TOPL-2 and CELF-4 (PP and ORS Subtests)

Alduais

Shoeib

Hammadi

et al. 2012

IJL

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Pragmatic Language Profiles of School-Age Children With Autism Spectrum Disorders and Williams Syndrome

Abstract: The CCC-2 appears to provide an effective means to identify and characterize pragmatic language difficulties using a standardized approach in children with ASD and WS.

Cited by 136 publications

References 47 publications

Brief Report: Pragmatic Language in Autism Spectrum Disorder: Relationships to Measures of Ability and Disability

Brief Report: Pragmatic Language in Autism Spectrum Disorder: Relationships to Measures of Ability and Disability

Attentional processes in young children with congenital visual impairment

Measuring Pragmatic Language in Children with Developmental Dysphasia: Comparing Results of Arabic Versions of TOPL-2 and CELF-4 (PP and ORS Subtests)

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