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Comparing Comprehension of Indirect ...

Huang, Chunyang.

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Comparing Comprehension of Indirect Answers by Children with Autism Spectrum Disorder to Children with Typical Development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Comparing Comprehension of Indirect Answers by Children with Autism Spectrum Disorder to Children with Typical Development./
作者:	Huang, Chunyang.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	103 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-03, Section: B.
Contained By:	Dissertations Abstracts International82-03B.
標題:	Speech therapy. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28031470
ISBN:	9798672134666

Comparing Comprehension of Indirect Answers by Children with Autism Spectrum Disorder to Children with Typical Development.
Huang, Chunyang.

Comparing Comprehension of Indirect Answers by Children with Autism Spectrum Disorder to Children with Typical Development. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 103 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: B.

Thesis (Ph.D.)--University of Minnesota, 2020.

This item must not be sold to any third party vendors.

PurposeChildren with autism spectrum disorder (ASD) often show difficulties understanding non-literal language, such as metaphors and irony, because of their impaired theory of mind ability. The current study investigated comprehension of indirect answers as an understudied form of non-literal language by this population. There were three primary aims. The first aim compared performance on comprehension of indirect answers by children with ASD to their peers with typical development (TD). The second aim examined theory of mind and other potential contributors to comprehension of indirect answers. The third aim explored erroneous interpretations of speaker intentions by the two groups.MethodNineteen 5- to 8-year-old children with ASD and forty-eight 5- to 10-year-old children with TD participated in the study. Participants with ASD completed various standardized, norm-referenced assessments of their non-verbal IQ, receptive and expressive language ability, severity of autism symptomology, theory of mind, world knowledge, and pragmatic skills. Participants with TD completed an abbreviated protocol with one assessment of non-verbal IQ and one of expressive language ability. All participants completed an experimental task designed to measure comprehension and explanation of indirect answers. Participant responses were scored and coded using a newly established coding scheme for comparisons.ResultsChildren with ASD performed at a level similar to their peers with TD matched on age and expressive language ability. Hierarchical linear regression analysis indicated that receptive and expressive language ability and world knowledge were significant contributors to comprehension of indirect answers, whereas non-verbal IQ, severity of autism symptomology, theory of mind, and pragmatic skills might not be as important in accounting for task performance. Examination of inadequate explanations of indirect answers revealed that children with ASD had significantly more responses that were characterized as Irrelevant to Context than their peers with TD.ConclusionThe novel finding that the two groups performed at a similar level suggests that comprehension of indirect answers is not a consistent weakness in language for children with ASD. Instead, it may be a strength for a subgroup with a particular cognitive and language profile. Clinically, it may be useful for speech-language pathologists to target receptive and expressive language skills as well as world knowledge to facilitate comprehension of indirect answers. Explanations that are irrelevant to context should be investigated further as a potential error type unique to this population's metapragmatic weaknesses in interpreting speaker intentions.

ISBN: 9798672134666Subjects--Topical Terms:

520446
Speech therapy.
Subjects--Index Terms:

Autism spectrum disorder

Comparing Comprehension of Indirect Answers by Children with Autism Spectrum Disorder to Children with Typical Development.
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520 $a PurposeChildren with autism spectrum disorder (ASD) often show difficulties understanding non-literal language, such as metaphors and irony, because of their impaired theory of mind ability. The current study investigated comprehension of indirect answers as an understudied form of non-literal language by this population. There were three primary aims. The first aim compared performance on comprehension of indirect answers by children with ASD to their peers with typical development (TD). The second aim examined theory of mind and other potential contributors to comprehension of indirect answers. The third aim explored erroneous interpretations of speaker intentions by the two groups.MethodNineteen 5- to 8-year-old children with ASD and forty-eight 5- to 10-year-old children with TD participated in the study. Participants with ASD completed various standardized, norm-referenced assessments of their non-verbal IQ, receptive and expressive language ability, severity of autism symptomology, theory of mind, world knowledge, and pragmatic skills. Participants with TD completed an abbreviated protocol with one assessment of non-verbal IQ and one of expressive language ability. All participants completed an experimental task designed to measure comprehension and explanation of indirect answers. Participant responses were scored and coded using a newly established coding scheme for comparisons.ResultsChildren with ASD performed at a level similar to their peers with TD matched on age and expressive language ability. Hierarchical linear regression analysis indicated that receptive and expressive language ability and world knowledge were significant contributors to comprehension of indirect answers, whereas non-verbal IQ, severity of autism symptomology, theory of mind, and pragmatic skills might not be as important in accounting for task performance. Examination of inadequate explanations of indirect answers revealed that children with ASD had significantly more responses that were characterized as Irrelevant to Context than their peers with TD.ConclusionThe novel finding that the two groups performed at a similar level suggests that comprehension of indirect answers is not a consistent weakness in language for children with ASD. Instead, it may be a strength for a subgroup with a particular cognitive and language profile. Clinically, it may be useful for speech-language pathologists to target receptive and expressive language skills as well as world knowledge to facilitate comprehension of indirect answers. Explanations that are irrelevant to context should be investigated further as a potential error type unique to this population's metapragmatic weaknesses in interpreting speaker intentions.
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