Comprehension of ambiguity for children with Specific Language Impairment and Autism Spectrum Disorder.

Mariana Katsumi Ishihara,Jacy Perissinoto,Ana Carina Tamanaha

doi:10.1590/2317-1782/20162015260

Abstract

To verify and compare the performance of children and adolescents with Specific Language Impairment (SLI) and Autism Spectrum Disorder (ASD) using a formal, standardized test that assesses language competence, more specifically comprehension of ambiguity. The sample comprised 19 individuals aged 6 to 14 years, of both genders, divided into two groups: ASD Group (9) and SLI Group (10). Participants were assessed using the Test of Language Competence - TLC; Ambiguous Sentences subtest (Wiig, Secord, 1989). Analysis included the comparison of the total scores in both groups. We found significant difference between the groups, with better performance of the SLI Group compared with that of the ASD Group. It was possible to analyze and compare the performance of both groups in a metalinguistic activity. We observed better performance of the SLI group compared with that of the ASD Group in the interpretation of ambiguous information.

Highlights

Phonological, semantic, lexical, morphosyntactic and pragmatic linguistic abilities are fundamental for the language development of children
These skills are enhanced throughout the development process of children until adult life
Changes in these metalinguistic competencies may be manifested in a number of conditions that affect child development, such Specific Language Impairment (SLI) and Autistic Spectrum Disorder (ASD)

Summary

Introduction

Phonological, semantic, lexical, morphosyntactic and pragmatic linguistic abilities are fundamental for the language development of children. There is an increase in the ability to understand and use words of multiple meanings, figurative language, and inference of implicit content[1,2]. These abilities, called metalanguage, are of great importance for proper verbal, academic and social performance and they interfere in areas such as cognition, affectivity, and creativity. Metalinguistics can be understood as the ability to think about language as an object of study of conscious manipulation of the aspects that surround it[3] Changes in these metalinguistic competencies may be manifested in a number of conditions that affect child development, such Specific Language Impairment (SLI) and Autistic Spectrum Disorder (ASD). SLI and ASD are two developmental disorders often characterized by compromised verbal reception and/or expression

Objectives

Methods

Conclusion