Differences in assertive speech acts produced by children with autism, Asperger syndrome, specific language
Kathryn Ziatas1, Kevin Durkin, Chris Pratt
1Department of Psychology, The University of Western Australia, Crawley. kathy@psy.uwa.edu.au
Development and Psychopathology
|July 10, 2003
Summary
Children with autism and Asperger syndrome use fewer explanations and descriptions in assertive speech. They focus more on desires than thoughts or beliefs compared to typically developing peers.
Area of Science:
- Developmental Psychology
- Linguistics
- Neurodevelopmental Disorders
Background:
- Autism Spectrum Disorder (ASD) and Asperger Syndrome are neurodevelopmental conditions affecting social communication.
- Specific Language Impairment (SLI) presents language challenges without broader developmental delays.
- Understanding pragmatic language use, specifically assertive speech acts, is crucial for differentiating these conditions.
Purpose of the Study:
- To compare the assertive speech acts of children with autism, Asperger syndrome, SLI, and typical development.
- To investigate the relationship between theory of mind abilities and assertive communication in these groups.
- To identify distinct patterns in the content of mental state assertions.
Main Methods:
- A comparative study involving matched groups of children with autism (n=12), Asperger syndrome (n=12), SLI (n=24), and typical development (n=24).
- Analysis of assertive speech acts within a gently structured conversational context.
- Administration of a false belief test to assess theory of mind.
Main Results:
- Children with autism used fewer assertions involving explanations and descriptions compared to SLI and typically developing children.
- Children with autism showed a higher proportion of identification assertions.
- Children with autism and Asperger syndrome predominantly referred to desires, with fewer references to thought and belief than children with SLI or typical development.
Conclusions:
- Assertive speech act patterns differ significantly among children with autism, Asperger syndrome, SLI, and typical development.
- Theory of mind, particularly the understanding of belief, appears linked to the content of mental state assertions.
- These findings contribute to understanding the nuanced communication profiles in neurodevelopmental disorders.
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