2017/05/10 by PHILIPPE PRÉVOST, Philippe Prévost, Laurice Tuller +7 · 51 citations
Neuroscience · Psychology · #Autism #Autism Spectrum Disorder Research #Autism spectrum disorder #Comprehension #Developmental psychology #Expressive language #Language Development and Disorders #Language impairment #Linguistics #Nonverbal communication #Psychology #Reading and Literacy Development #Specific language impairment
paper · doi:10.1017/s0142716417000078
published in Applied Psycholinguistics 38(5), 1095-1131 (Cambridge University Press)
crossref issued 2017/05/10 · crossref published 2017/05/10 · crossref published-online 2017/05/10 · openalex publication_date 2017/05/10 · crossref created 2017/05/10 · crossref published-print 2017/09/01 · crossref deposited 2024/06/24 · openalex created_date 2025/10/10 · crossref indexed 2026/08/01 · openalex updated_date 2026/08/02
ABSTRACT The nature of structural language difficulties in children with autism spectrum disorder (ASD) was explored in a comparative study with specific language impairment (SLI) through investigation of the frequently reported ASD weakness in receptive skills relative to expressive skills. Twenty French-speaking children with ASD aged 6 to 12 were compared to age-matched children with SLI on production and comprehension of wh -questions. The two groups displayed similar effects of the complexity of the different wh -strategies. In the ASD group (as in the SLI group), these effects were not greater in comprehension compared to production; moreover, nonverbal ability (which varied from normal to impaired) was not related to language performance. Observed ASD-SLI differences are argued to largely be due to ASD pragmatic deficits, rather than to a qualitative difference in structural language skills.