2024-03-29T15:24:57Zhttps://repositori.uji.es/oai/requestoai:repositori.uji.es:10234/1752562023-06-02T09:28:50Zcom_10234_174801com_10234_9col_10234_174813
Repositori UJI
author
Baixauli Fortea, Inmaculada
author
Berenguer Forner, Carmen
author
Colomer, Carla
author
Miranda Casas, Ana
author
Roselló Miranda, Belén
2018-06-18T18:37:18Z
2018-06-18T18:37:18Z
2018
BAUXAULI FORTEA, Inmaculada, et al. Communicative skills in Spanish children with Autism Spectrum Disorder and children with Attention Deficit Hyperactivity Disorder. Analysis through parents’ perceptions and narrative production. Research in Autism Spectrum Disorders, 2018, vol. 50, p. 22-31
1750-9467
http://hdl.handle.net/10234/175256
https://doi.org/10.1016/j.rasd.2018.02.006
Background
Communicative skills are one of the main deficits experienced by children with Autism Spectrum Disorder (ASD). The differential diagnosis is a complex issue that clinicians often face. For this reason, this study has two objectives: 1) to analyze the similarities and differences that children with Attention Deficit Hyperactivity Disorder (ADHD) and children with ASD present in their linguistic and communicative skills, through parentś perceptions and narrative production; 2) to identify the relative importance of the skills analyzed in discriminating children with ASD versus children with ADHD, as well as the classification power of each of the two measurement methods used.
Method
Participants were 37 children with typical development (TD), 52 with ASD, and 35 with ADHD. Their communicative competence was assessed through The Children's Communication Checklist Second Edition (CCC-2) (Bishop, 2003) and a narrative task.
Results
The results of the family ratings indicated that the difficulties were not as severe in ADHD as in ASD, where the deficit was much more pronounced in the interpretation of the context, non-verbal communication, and stereotyped language. On the narrative task, both groups displayed difficulties on expressing relevant information and inferential comprehension, and they differed on erroneous interpretations, with the children with ASD presenting worse performance. These variables showed a greater capacity to classify participants in the diagnostic categories studied.
Conclusions
These findings have direct clinical implications for optimizing the assessment process, making it possible to identify which specific language aspects can best differentiate between groups.
eng
communication
pragmatics
narrative
Attention Deficit Hyperactivity Disorder
Autism Spectrum Disorder
Communicative skills in Spanish children with Autism Spectrum Disorder and children
with Attention Deficit Hyperactivity Disorder.
Analysis through parents’ perceptions and
narrative production
info:eu-repo/semantics/article
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