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Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos
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Language profiles in ASD, SLI, and ADHD.

Hilde M Geurts1, Mariëtte Embrechts

  • 1Department of Psychonomics, University of Amsterdam, Roetersstraat 15, Amsterdam, The Netherlands. h.m.geurts@uva.nl

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Children with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) show distinct language profiles. Preschoolers with ASD or specific language impairment (SLI) struggle more with structural language, unlike older children with ASD or ADHD.

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Area of Science:

  • Developmental Psychology
  • Linguistics
  • Child Psychiatry

Background:

  • Parent reports reveal varied language profiles in developmental disorders.
  • Previous research suggests school-aged children with ASD and ADHD share pragmatic over structural language difficulties.
  • Preschoolers with ASD and SLI present a different pattern, with more structural than pragmatic challenges.

Purpose of the Study:

  • To compare language profiles in children with ASD, ADHD, and SLI across different age groups.
  • To investigate the relationship between ADHD characteristics (impulsivity, inattention) and language difficulties in preschoolers.
  • To discuss the clinical utility of the Children's Communication Checklist-2 (CCC-2) for assessing communication in developmental disorders.

Main Methods:

  • Utilized parent-report data to assess language profiles.
  • Compared language difficulties (pragmatics vs. structural aspects) in school-aged children with ASD and ADHD.
  • Examined language profiles in preschoolers with ASD and SLI, correlating them with ADHD symptom presence.

Main Results:

  • School-aged children with ASD and ADHD exhibited similar language profiles, with greater pragmatic than structural difficulties.
  • Preschoolers with ASD and SLI showed the reverse pattern: more structural than pragmatic language challenges.
  • Impulsivity in preschoolers correlated with increased language difficulties, but inattention did not.

Conclusions:

  • Language profiles in developmental disorders vary by age and specific condition.
  • ADHD characteristics, particularly impulsivity, are linked to language difficulties in young children.
  • Regular communication assessments considering ADHD traits are recommended for clinical practice, with attention to tools like the CCC-2.