Idiom, Syntax, and Advanced Theory of Mind Abilities in Children with Autism Spectrum Disorders

Purpose: When researchers investigate figurative language abilities (including idioms) in children with autism spectrum disorder (ASD), syntax abilities may be more important than once considered. In addition, there are limitations to the overreliance on false-belief tasks to measure theory of mind...

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Bibliographic Details
Published in:Journal of speech, language, and hearing research language, and hearing research, 2014-02, Vol.57 (1), p.120-130
Main Authors: Whyte, Elisabeth M, Nelson, Keith E, Scherf, K. Suzanne
Format: Article
Language:English
Subjects:
Adolescents
Autism
Child
Child Development Disorders, Pervasive - physiopathology
Child Development Disorders, Pervasive - psychology
Child Language
Child, Preschool
Children
Children & youth
Communication
Comparative Analysis
Comprehension
Control Groups
Female
Figurative Language
Grammar, Comparative and general
Humans
Idioms
Language Acquisition
Language Development
Language Development Disorders - physiopathology
Language Development Disorders - psychology
Language disorders
Language Impairments
Language Patterns
Language Skills
Language Tests
Linguistic research
Male
Mentally disabled children
Pervasive Developmental Disorders
Semantics
Social aspects
Social Behavior
Syntax
Theory of Mind
Theory of Mind - physiology
Vocabulary
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Summary:Purpose: When researchers investigate figurative language abilities (including idioms) in children with autism spectrum disorder (ASD), syntax abilities may be more important than once considered. In addition, there are limitations to the overreliance on false-belief tasks to measure theory of mind (TOM) abilities. In the current study, the authors investigated idiom, syntax, and advanced TOM abilities in children with ASD compared to children with typical development (TD). Method: Twenty-six children with ASD, ages 5 to 12 years, were compared to individuals in each of 2 control groups of children with TD: 1 matched on chronological age and nonverbal IQ, and 1 matched on syntax age-equivalence and raw scores. Idiom comprehension, syntax, vocabulary, and 2 measures of advanced TOM abilities were examined. Results: Although children with ASD performed worse on idiom comprehension compared to the age-matched group with TD, they exhibited comparable idiom performance to the syntax-matched group with TD. Advanced TOM abilities were related to idiom comprehension for children with ASD, but not for children with TD, above the contributions of basic language abilities. Conclusion: Syntax abilities should be used as a matching variable when examining figurative or other late-developing language skills.
ISSN:1092-4388
1558-9102
DOI:10.1044/1092-4388(2013/12-0308)