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Autism Spectrum Disorder01:19

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
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Receptive and expressive prosodic ability in children with high-functioning autism.

Susan Peppé1, Joanne McCann, Fiona Gibbon

  • 1Speech and Hearing Sciences, Queen Margaret University, Clerwood Terrace, Edinburgh EH12 8TS, United Kingdom. speppe@qmu.ac.uk

Journal of Speech, Language, and Hearing Research : JSLHR
|August 7, 2007
PubMed
Summary

Children with high-functioning autism (HFA) show significant deficits in both understanding and using speech prosody. These receptive and expressive prosodic skills are closely linked and may benefit from targeted clinical intervention.

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Neurodevelopmental Disorders

Background:

  • Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by social communication challenges.
  • Prosody, the rhythm and intonation of speech, plays a crucial role in conveying meaning and emotion.
  • Deficits in prosodic processing have been anecdotally reported in individuals with ASD, but require systematic investigation.

Purpose of the Study:

  • To investigate the nature and extent of receptive and expressive prosodic deficits in children with high-functioning autism (HFA).
  • To compare prosodic abilities between children with HFA, typically developing children, and neurotypical adults.
  • To explore the relationship between receptive and expressive prosodic skills and verbal mental age in children with HFA.

Main Methods:

  • Utilized the "Profiling Elements of Prosodic Systems in Children" assessment procedure.
  • Recruited 31 children with HFA, 72 typically developing controls, and 33 neurotypical adults.
  • Matched controls on verbal mental age to ensure comparable cognitive abilities.

Main Results:

  • Children with HFA demonstrated significant impairments in 11 out of 12 prosody tasks compared to controls (p < .005).
  • Receptive prosodic skills strongly correlated with verbal mental age (p < .01) and showed a moderate association with expressive prosody.
  • Prosodic development in the HFA group appeared both delayed and deviant in several aspects, unlike adults who achieved near-ceiling scores.

Conclusions:

  • Receptive and expressive prosodic skills are significantly interconnected in children with HFA.
  • Receptive prosodic abilities represent a promising target for clinical intervention in this population.
  • Further research into prosody and its relationship with social communication in HFA is recommended.