Production and comprehension of French wh-questions by children with autism spectrum disorder: A comparative study with specific language impairment

The nature of structural language difficulties in children with autism spectrum disorder (ASD) was explored in a comparative study with specific language impairment (SLI) through investigation of the frequently reported ASD weakness in receptive skills relative to expressive skills. Twenty French-sp...

Full description

Saved in:
Bibliographic Details
Published in:Applied psycholinguistics 2017-09, Vol.38 (5), p.1095-1131
Main Authors: PRÉVOST, PHILIPPE, TULLER, LAURICE, BARTHEZ, MARIE ANNE, MALVY, JOËLLE, BONNET-BRILHAULT, FRÉDÉRIQUE
Format: Article
Language:English
Subjects:
Autism
Autistic children
Children
Children & youth
Cognitive Development
Comparative Analysis
Comparative studies
Comprehension
French language
Intellectual disabilities
Language
Language acquisition
Language Aptitude
Language disorders
Language Impairments
Language Skills
Meta Analysis
Nonverbal Ability
Pragmatics
Specific language impairment
Speech disorders
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The nature of structural language difficulties in children with autism spectrum disorder (ASD) was explored in a comparative study with specific language impairment (SLI) through investigation of the frequently reported ASD weakness in receptive skills relative to expressive skills. Twenty French-speaking children with ASD aged 6 to 12 were compared to age-matched children with SLI on production and comprehension of wh-questions. The two groups displayed similar effects of the complexity of the different wh-strategies. In the ASD group (as in the SLI group), these effects were not greater in comprehension compared to production; moreover, nonverbal ability (which varied from normal to impaired) was not related to language performance. Observed ASD-SLI differences are argued to largely be due to ASD pragmatic deficits, rather than to a qualitative difference in structural language skills.
ISSN:0142-7164
1469-1817
DOI:10.1017/S0142716417000078