Preschoolers with autism show greater impairment in receptive compared with expressive language abilities
Preschoolers with autism show greater impairment in receptive compared with expressive language abilities
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DOI：
10.3109/13682820903461493
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发表时间：
2010-11-01
影响因子：
2.4
通讯作者：
Charman, Tony
中科院分区：
文献类型：
--
作者：
Hudry, Kristelle;Leadbitter, Kathy;Charman, Tony
背景：在早期典型的语言发展中，儿童在能够在讲话中使用单词之前就能理解单词。患有自闭症谱系障碍（ASD）的儿童通常在语言理解和语言产生方面都存在缺陷。然而，每个子结构域的相对延迟或损伤程度也可能是非典型的，并且仍然不太清楚。目的：在一个大样本的学龄前自闭症儿童中，研究了接受和表达语言技能的相对延迟。儿童的语言能力从言语前到流利的言语不等。方法与步骤：对152名核心型自闭症学龄前儿童进行1项临床直接评估和2项家长报告语言测试得分。结果与结果：正如预期的那样，平均而言，自闭症儿童的语言能力低于典型的年龄标准，尽管存在很大的个体差异。在所有三种语言测试中，接受能力相对而言比表达能力受损更严重。较高的非语言能力与这种非典型的语言特征有关。结论和启示：在本样本中，至少有三分之一的学龄前自闭症儿童存在明显的接受性语言障碍，这对与这些儿童互动以及在语言和交流干预中告知适当的目标具有重要意义。
Background: In early typical language development, children understand words before they are able to use them in speech. Children with autism spectrum disorders (ASD) generally show impairments in both the comprehension and the production of language. However, the relative degree of delay or impairment in each of these sub-domains may also be atypical and remains less well-understood.Aims: Relative delay in receptive and expressive language skills was examined within a large sample of preschoolers with autism. Children's language abilities varied from pre-verbal to fluent speech.Method & Procedures: Scores on one direct clinician assessment and two parent-report measures of language were obtained for 152 preschoolers with core autism.Outcomes & Results: As expected, on average, the language ability of the children with autism was lower than typical age norms, albeit with substantial individual variability. On all three language measures, receptive ability was relatively more impaired than expressive ability. Higher non-verbal ability was associated with such an atypical language profile.Conclusions & Implications: Recognition of the marked receptive language impairment relative to expressive language, found to affect at least one-third of preschoolers with autism in this sample, has important implications for interacting with these children and for informing appropriate targets in language and communication intervention.