Verbal Problem‐Solving Difficulties in Autism Spectrum Disorders and Atypical Language Development

Abstract

Children with autism spectrum disorders (ASDs) adopt less efficient strategies than typically developing (TD) peers on the Twenty Questions Task (TQT), a measure of verbal problem-solving skills. Although problems with the TQT are typically associated with executive dysfunction, they have also been reported in children who are deaf, suggesting a role for atypical language development. To test the contribution of language history to ASD problem solving, TQT performance was compared in children with high-functioning autism (HFA), children with Asperger syndrome (AS) and TD children. The HFA group used significantly less efficient strategies than both AS and TD children. No group differences were evident on tests of question understanding, planning or verbal fluency. Potential explanations for differences in verbal problem-solving skill are discussed with reference to the development of inner speech and use of visual strategies in ASD. Autism Res 2014, 7: 720-730.

Clinical and Cognitive Characteristics Associated with Mathematics Problem Solving in Adolescents with Autism Spectrum Disorder

“…To our knowledge, however, no previous study has examined verbal abilities in relation to applied math problems in the ASD population. Along similar lines, Alderson-Day [2014] found evidence of early atypical language development in ASD relating to use of inefficient strategies on verbalproblem solving tasks.…”

Strategies for Solving Addition Problems Using Modified Schema-Based Instruction in Students with Intellectual Disabilities

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Enhancing Instruction via Instructive Feedback for a Child With Autism Using a Speech-Generating Device

“…In this instance, the learner is required to identify a problem situation and verbally report why the situation needs to be resolved. In the overall population of people with ASD, verbal problem solving has been reported as a common skill deficit, and research on effective and efficient methods for teaching more complex communication skills, such as verbal problem solving, is warranted (Alderson-Day, 2014). One procedure that has been shown to increase instructional efficiency with individuals with ASD is instructive feedback (IF; Nottingham, Vladescu, Kodak, & Kisamore, 2017).…”