Structural and Pragmatic Language in Children with ASD: Longitudinal Impact on Anxiety and Externalizing Behaviors

Rodas, Naomi V.; Eisenhower, Abbey; Blacher, Jan

doi:10.1007/s10803-017-3265-3

Cited by 31 publications

(30 citation statements)

References 40 publications

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“…Similarly, a study that included 159 children with ASD aged between 4 and 7 years reported that while structural language positively predicted anxiety level, pragmatic language was inversely related to anxiety and externalizing behaviors. 37 In addition, the authors found that the more structural language preceded pragmatic language, the more prone children were to exhibit anxiety symptoms.…”

Section: Sci Groupmentioning

confidence: 99%

Differences in Language Ability and Emotional-Behavioral Problems according to Symptom Severity in Children with Autism Spectrum Disorder

et al. 2020

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The aim of this study was to investigate differences in language ability and emotional-behavioral problems according to the severity of social communication impairments (SCI) and restricted and repetitive behaviors (RRB) in children with autism spectrum disorders (ASD). Materials and Methods: We grouped 113 children with ASD aged 3-12 years according to the severity of SCI and RRB, and investigated language differences and emotional-behavioral problems among the severity groups. If differences in language abilities between the groups were observed, they were further subdivided to examine possible predictors of both receptive and expressive language abilities. Results: In cluster analyses using subdomains of the Autism Diagnostic Interview-revised, severe SCI individuals showed lower language ability than their milder counterparts, while RRB showed no differences. Receptive and expressive language in the severe SCI group was negatively predicted by social communication and social motivation, respectively. The severe RRB group showed significantly higher levels of anxiety/distress, somatic complaints, thought problems, attention problems, and aggressive behavior, while the severe SCI group was reported to be more withdrawn. Conclusion: The results of this study suggest that the severity of SCI greatly affects language ability. In children with severe SCI, social communication and social motivation negatively predicted receptive language and expressive language, respectively. Children with severe RRB may have more emotional-behavioral problems that require active intervention.

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Section: Sci Groupmentioning

confidence: 99%

Differences in Language Ability and Emotional-Behavioral Problems according to Symptom Severity in Children with Autism Spectrum Disorder

et al. 2020

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“…The construct of pragmatic language is complex, and a consensus definition has not been established in the literature. Early theoretical work describes pragmatics as the use of language appropriate to the social context (Prutting and Kirchner, 1987); however, more recent conceptual work recognizes an interconnection between pragmatics, social cognition and emotional understanding (Fujiki et al, 2002; Adams et al, 2005; Rodas et al, 2017). For example, social cognition has been associated with conversation skills, but the nature of the relationship between the two constructs is unknown (Matthews et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

A Randomized Controlled Trial of a Play-Based, Peer-Mediated Pragmatic Language Intervention for Children With Autism

et al. 2019

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PurposeThis randomized controlled trial evaluated the effectiveness of a play-based pragmatic language intervention for children with autism.MethodsA sample of 71 children with autism were randomized to an intervention-first group (n = 28 analyzed) or waitlist-first (n = 34 analyzed) group. Children attended 10, weekly clinic play-sessions with a typically developing peer, and parents mediated practice components at home. The Pragmatics Observational Measure (POM-2) and the Social Emotional Evaluation (SEE) evaluated pragmatics before, after and 3-months following the intervention.ResultsPOM-2 gains were greatest for intervention-first participants (p = 0.031, d = 0.57). Treatment effects were maintained at 3-month follow-up (p < 0.001–0.05, d = 0.49–0.64). POM-2 scores were not significantly different in the clinic and home settings at follow-up.ConclusionFindings support the combination of play, peer-mediation, video-feedback and parent training to enhance pragmatic language in children with autism.

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“…Law, Rush, and McBean (2014), by contrast, reported that pragmatic abilities partially mediated the relationship between language difficulties and problem behavior in their sample of primary school children recruited from socially disadvantaged backgrounds. Also in a group of 4-to 7-year-old children with ASD, pragmatic language deficits were clearly associated with child anxiety and externalizing problems, whereas the relation with structural language skills was relatively small for anxiety and absent for externalizing problems (Rodas, Eisenhower, & Blacher, 2017). In a recently published longitudinal study on the abilities of children initially referred for language concerns, Roy and Chiat (2014) used the Social Responsiveness Scale (SRS: Constantino & Gruber, 2005) to measure social-communicative ability.…”

Section: Pragmatic Difficulties As Additional Predictormentioning

confidence: 99%

Problem behavior in young children referred with language difficulties: Relations to language and intentional communication

Jansen¹,

Maljaars²,

Verhappen

et al. 2020

Autism & Developmental Language Impairments

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Background and aims: This exploratory study aims to examine the relative contribution of language and intentional communication to internalizing and externalizing problem behavior. Methods: Twenty-nine Dutch-speaking children (age range 24-46 months) referred with language difficulties participated in this study. For the majority of children, these early language difficulties appeared to be part of a broader neurodevelopmental disorder, mainly autism spectrum disorder. Parent ratings on the Achenbach Child Behavior Checklist 1 1 = 2-5 were predicted from children's language level and intentional communicative abilities, the latter being assessed by both parent report and direct observation. In all series of hierarchical regression analyses, chronological age and nonverbal mental age were included as covariates. Results: Parents commonly reported withdrawal, emotionally reactive behavior, attention problems, and aggressive behavior. Parent-rated intentional communication was the most important predictor of internalizing problem behavior and played an important role in the prediction of aggressive behavior as well. However, chronological age and/or nonverbal mental age also predicted parent-rated levels of externalizing problem behavior, especially attention problems. Conclusions: The relation between language difficulties and problem behavior may be influenced by maturation and children's ability to communicate intentionally. Implications: Language proficiency should, therefore, be independently assessed from children's intentional communicative abilities which, in turn, may differ across contexts.

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Structural and Pragmatic Language in Children with ASD: Longitudinal Impact on Anxiety and Externalizing Behaviors

Cited by 31 publications

References 40 publications

Differences in Language Ability and Emotional-Behavioral Problems according to Symptom Severity in Children with Autism Spectrum Disorder

Differences in Language Ability and Emotional-Behavioral Problems according to Symptom Severity in Children with Autism Spectrum Disorder

A Randomized Controlled Trial of a Play-Based, Peer-Mediated Pragmatic Language Intervention for Children With Autism

Problem behavior in young children referred with language difficulties: Relations to language and intentional communication

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