A comparative study of language phenotypes in Autism Spectrum Disorder and Specifi c Language Impairment

  1. Gustavo Mario Ramírez Santana 1
  2. Víctor M. Acosta Rodríguez 1
  3. Sergio Hernández Expósito 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Revista:
Psicothema

ISSN: 0214-9915

Ano de publicación: 2019

Volume: 31

Número: 4

Páxinas: 437-442

Tipo: Artigo

Outras publicacións en: Psicothema

Indicadores

Citas recibidas

  • Citas en Dialnet Métricas: 2 (26-01-2023)

JCR (Journal Impact Factor)

  • Ano 2019
  • Factor de impacto da revista: 2.632
  • Factor de impacto sen autocitas: 2.211
  • Article influence score: 0.559
  • Cuartil maior: Q1
  • Área: PSYCHOLOGY, MULTIDISCIPLINARY Cuartil: Q1 Posición na área: 31/138 (Edición: SSCI)

SCImago Journal Rank

  • Ano 2019
  • Impacto SJR da revista: 0.923
  • Cuartil maior: Q1
  • Área: Psychology (miscellaneous) Cuartil: Q1 Posición na área: 64/273

Índice Dialnet de Revistas

  • Ano 2019
  • Factor de impacto da revista: 2,350
  • Ámbito: PSICOLOGÍA Cuartil: C1 Posición no ámbito: 7/112

CIRC

  • Ciencias Sociais: A+

Scopus CiteScore

  • Ano 2019
  • CiteScore da revista: 3.5
  • Área: Psychology (all) Percentil: 77

Journal Citation Indicator (JCI)

  • Ano 2019
  • JCI da revista: 1.04
  • Cuartil maior: Q1
  • Área: PSYCHOLOGY, MULTIDISCIPLINARY Cuartil: Q1 Posición na área: 48/196

Resumo

Antecedentes: los problemas de comunicación y lenguaje constituyen una de las características principales tanto del Trastorno del Espectro Autista (TEA) como del Trastorno Específico del Lenguaje (TEL). El objetivo principal del presente estudio ha sido analizar si ambos trastornos presentan perfiles de lenguaje formal similares. Método: en el estudio participaron tres grupos de 20 alumnos cada uno, divididos en TEA, TEL y Control, equiparados en las variables edad y CI. A todos los participantes se les administró el test estandarizado CELF-4 para evaluar sus habilidades lingüísticas. Resultados: no existen diferencias significativas en lenguaje entre los grupos TEL y TEA, con tamaños del efecto prácticamente nulos. Las diferencias se establecen entre los grupos TEL y TEA cuando se les compara por separado con el grupo Control, obteniéndose un tamaño del efecto grande. Conclusiones: se produce un solapamiento en los perfiles lingüísticos entre niños con TEL y TEA. En consecuencia, se confirma la similitud en lenguaje comprensivo y expresivo, así como en la producción morfosintáctica y léxico-semántica.

Información de financiamento

This work was supported in part by a grant from the Cabildo de Tenerife through the María Rosa Alonso Program of Humanities and Social Sciences. The Efficacy of Teaching Reading in Students with Autism Spectrum Disorder.

Referencias bibliográficas

  • American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Washington, DC: Author.
  • Axpe, A., Acosta, V., Moreno, A., & Ramírez, G. (2017). Application of a lexico-semantic intervention programme for students with specific language impairment. Cultura y Educación, 29(2), 324-349. doi:10.1080/11356405.2017.1305073
  • Bakkaloglu, B., O’Roak, B., Louvi, A., Gupta, A., Abelson, J., Morgan T., …, &, State, W. (2008). Molecular cytogenetic analysis and resequencing of contact in associated protein-like 2 in autism spectrum disorders. American Journal of Human Genetic, 82, 165-173. doi:10.1016/j.ajhg.2007.09.017
  • Bishop, D. V. M. (2014). Ten questions about terminology for children with unexplained language problems. International Journal of Language & Communication Disorders, 49(4), 381-415.
  • Boucher, J. (2012). Research review: Structural language in autistic spectrum disorder - characteristics and causes. Journal of Child Psychology and Psychiatry, 53(3), 219-233. doi:10.1111/j.1469-7610.2011.02508.x
  • Brignell, A., Morgan, A., Woolfenden, S., Klopper, F., May, T., Sarkozy, V., & Williams, K. (2018). A systematic review and meta-analysis of the prognosis of language outcomes for individuals with autism spectrum disorder. Autism & Developmental Language Impairments, 3, 1-19. doi:10.1177/2396941518767610
  • Charman, T. (2010). Developmental approaches to understanding and treating autism. Folia Phoniatrica et Logopaedica, 62, 166-177. doi:10.1159/000314032
  • Conlon, O., Volden, J., Smith, I., Duku, E., Zwaigenbaum, L., Waddell, C., …, & Ungar, W. (2019). Gender differences in pragmatic communication in school-aged children with autism spectrum disorder (ASD). Journal of Autism and Developmental Disorders, 49(5), 1937-1948. doi:10.1007/s10803-018-03873-2
  • De Fosse, L., Hodge, S., Makris, M., Kennedy, D., Caviness, V., McGrath, L., …, & Harris, G. (2004). Language-association cortex asymmetry in autism and specific language impairment. Annals of Neurology, 56(6), 757-766. doi:10.1002/ana.20275
  • Del Valle, Y.N., Acosta, V., & Ramírez, G. (2018a). The grammatical production in the narrative discourse of pupils with specific language impairment (SLI). Revista Signos, 51(98), 264-284. doi:10.4067/S0718-09342018000300264
  • Del Valle, Y.N., Acosta, V., & Ramírez, G. (2018b). The problems in the cohesion of narrative discourse in pupils with specific language impairment (SLI). Onomázein, 39, 169-187. doi:10.7764/onomazein.39.09
  • Demouy, J., Plaza, M., Xavier, J., Ringeval, F., Chetouani, M., Perisse, D., & Robel, L. (2011). Differential language markers of pathology in autism, pervasive developmental disorder not otherwise specified and specific language impairment. Research Autism Spectrum Disorders, 5, 1402-1412. doi:10.1016/j.rasd.2011.01.026
  • Dunn, L., Padilla, E., Lugo, D., & Dunn, L. (1986). Test de Vocabulario en Imágenes Peabody [Test Peabody Picture Vocabulary]. Madrid, Spain: TEA.
  • Durrleman, S., & Delage, H. (2016). Autism spectrum disorder and specific language impairment: Overlaps in syntactic profiles. Language Acquisition, 23, 361-386. doi:10.1080/10489223.2016.1179741
  • Eigsti, I. M., & Bennetto, L. (2009). Grammaticality judgments in autism: Deviance or delay. Journal Child Language, 36, 999-1021. doi:10.1017/S0305000909009362
  • Herbert, M.R., & Kenet, T. (2007). Brain abnormalities in language disorders and autism. Pediatric Clinics of North America, 54, 563-583. doi:10.1016.j.pcl.2007.02.007
  • Herlihy, L., Knoch, K., Vibert, B., & Fein, D. (2015). Parents’ first concerns about toddlers with autism spectrum disorder: Effect of sibling status. Autism, 19(1), 20-28. doi:10.1177/1362361313509731
  • Hudry, K., Chandler, S., Bedford, R., Pasco, G., Gliga, T., Elsabbagh M., …, & Charman, T. (2014). Early language profiles in infants at high-risk for autism spectrum disorders. Journal of Autism and Developmental Disorders, 44, 154-167. doi:10.1007/s10803-013-1861-4
  • Kaufman, A., & Kaufman, N. (2000). K-BIT, Test Breve de Inteligencia de Kaufman. [K-BIT, Kaufman Brief Intelligence Test]. Madrid, Spain: TEA Ediciones.
  • Kirk, S., McCarthy, J., & Kirk, W. (2005). ITPA, Test Illinois de Aptitudes Psicolingüísticas [ITPA, Illinois Test of Psycholinguistic Skills]. Madrid, Spain: TEA Ediciones.
  • Kjelgaard, M., & Tager-Flusberg, H. (2001). An investigation of language profiles in autism: Implications for genetic subgroups. Language and Cognitive Processes, 16, 287-308. doi:10.1080.01690960042000058
  • Leonard, L. (2014). Children with Specific Language Impairment. (2nd ed.). Cambridge, Massachusets: MIT Press.
  • Lloyd, H., Pantin, K., & Botting, N. (2006). Performance of children with different types of communication impairment on the Clinical Evaluation of Language Fundamentals (CELF). Child Language Teaching and Therapy, 22, 47-67. doi:10.1191/0265659006ct297oa
  • Lord, C., & Rutter, M. (2012). Autism Diagnostic Observation Schedule (2nd ed.). Los Angeles, California: Western Psychological Services.
  • Loucas, T., Charman, T., Pickles, A., Simonoff, E., Chandler, S., Meldrum, D., & Baird, G. (2008). Autistic symptomatology and language ability in autism spectrum disorder and specific language impairment. Journal of Child Psychology and Psychiatry, 49(11), 1184-1192. doi:10.1111/j.1469-7610.2008.02035.x
  • Loucas, T., Riches, N., Baird, G., Pickles, A., Simonoff, E., Chandler, S., & Charman, T. (2013). Spoken word recognition in adolescents with autism spectrum disorders and specific language impairment. Applied Psycholinguistics, 34(2), 301-322. doi:10.1017/S0142716411000701
  • Manolitsi, M., & Botting, N. (2011). Language abilities in children with autism and language impairment: Using narrative as an additional source of clinical information. Child Language Teaching and Therapy, 27, 39-55. doi:10.1177/0265659010369991
  • McGregor, K., Berns, A., Owen, A, Michels, S., Duff, D., Bahnsen, A., & Lloyd, M. (2012). Associations between syntax and the lexicon among children with or without ASD and language impairment. Journal Autism Developmental Disorders, 42, 35-47. doi:10.1007/s10803-011-1210-4
  • Mendoza, E. (2016). Trastorno Específico del Lenguaje [Specific Language Disorder]. Madrid, Spain: Pirámide.
  • Riches, N., Loucas, T., Baird, G., Charman, T., & Simonoff, E. (2011). Non-word repetition in adolescents with specific language impairment and autism plus language impairments: A qualitative analysis. Journal Communication Disorders, 44, 23-36. doi:10.1016/j.jcomdis.2010.06.003
  • Roberts, J., Rice, M., & Tager-Flusberg, H. (2004). Tense marking in children with autism. Applied Psycholinguistics, 25, 429-448. doi:10.1017.S0142716404001201
  • Semel, E., Wiig, E., & Secord, W. (2006). Clinical Evaluation of Language Fundamentals-Fourth Edition, CELF-4. San Antonio, USA: The Psychological Corporation.
  • Serra, M., Serrat, E., Solé, R., Bel, A., & Aparici, M. (2002). La Adquisición del Lenguaje. [The Acquisition of Language]. Barcelona, Spain: Ariel.
  • Sturrock, A., Yau, N., Freed, J., & Adams, C. (2019). Speaking the same language? A preliminary investigation, comparing the language and communication skills of females and males with high-functioning autism. Journal of Autism and Developmental Disorders. Advance online publication. doi: 10.1007/s10803-019-03920-6
  • Surenik, N., & Friedmann, N. (2018). ASD is not DLI: Individuals with autism and individuals with syntactic DLI show similar performance level in syntactic tasks, but different error patterns. Frontiers in Psychology, 9, 1-21. doi:10.3389/fpsyg.2018.00279
  • Tager-Flusberg, H. (2006). Defining language phenotypes in autism. Clinical Neuroscience Research, 6, 219-224. doi:10.1016/j.cnr.2006.06.007
  • Tager-Flusberg, H. (2015). Defining language impairments in a subgroup of children with autism spectrum disorder. Science China Life Sciences, 58(10), 1044-1052. doi:10.1007/s11427-012-4297-8
  • Tager-Flusberg, H. (2016). Risk factors associated with language in autism spectrum disorder: Clues to underlying mechanisms. Journal of Speech, Language, and Hearing Research, 59, 143-154. doi:10.1044/2015_JSLHR-L-15-0146
  • Tager-Flusberg, H., Paul, R., & Lord, C. (2005). Language and communication in autism. In F. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of Autism and Pervasive Developmental Disorders (pp. 335–364). Hoboken, USA: John Wiley & Sons, Inc.
  • Tek, S., Mesite, L., Fein, D., & Naigles, L. (2014). Longitudinal analyses of expressive language development reveal two distinct language profiles among young children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44, 75-89. doi:10.1007/s10803-013-1853-4
  • Terzi, A., Marinis, T., Kotsopoulou, A., & Francis, K. (2014). Grammatical abilities of Greek-speaking children with autism. Language Acquisition, 21, 4-44. doi:10.1080/10489223.2013.855216
  • Tomblin, B. (2011). Co-morbidity of autism and SLI: Kinds, kin and complexity. International Journal Language Communication Disorders, 46, 127-137. doi:10.1111/j.1460-6984.2011.00017.x
  • Tuller, L., Ferré, S., Prévost, P., Barthez, M., Malvy, J., & Bonnet-Brilhault, F. (2017). The effect of computational complexity on the acquisition of French by children with ASD. In L. Naigles (Ed.), Innovative Investigations of Language in Autism Spectrum Disorder (pp. 115-140). Washington, USA: Walter de Gruyter.
  • Weismer, S.E. (2013). Developmental language disorders: Challenges and implications of cross-group comparisons. Folia Phoniatrica et Logopaedica, 65, 68-77. doi:10.1159/000353896
  • Whitehouse, A., Barry, J., & Bishop, D. V. M. (2008). Further defining the language impairment of autism: Is there a specific language impairment subtype? Journal of Communication Disorders, 41, 319-336. doi:10.1016/j.jcomdis.2008.01.002
  • Williams, D., Botting, N., & Boucher, J. (2008). Language in autism and specific language impairment: Where the links? Psychological Bulletin, 134, 944-963. doi:10.1037/a0013743
  • Ying, Ch., Carter, M., & Stephenson, J. (2018). A systematic review of the comparative pragmatic differences in conversational skills of individuals with autism. Autism & Developmental Language Impairments, 3, 1-24. doi:10.1177/2396941518803806