Social Information Processing Among Children With ASD, SLD, and Typical Development: The Mediational Role of Language Capacities
The present study examined the role of language capacities in explaining differences in social information processing (SIP) among three school-age groups: high-functioning children with autism spectrum disorder (ASD, IQ > 75), children with specific learning disorder (SLD), and children with typi...
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| Veröffentlicht in: | The Journal of special education 2019-11, Vol.53 (3), p.153-165 |
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| container_title | The Journal of special education |
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| creator | Bauminger-Zviely, Nirit Alon, Mor Brill, Alit Schorr-Edelsztein, Hani David, Tzuriel Tubul, Gila Al-Yagon, Michal |
| description | The present study examined the role of language capacities in explaining differences in social information processing (SIP) among three school-age groups: high-functioning children with autism spectrum disorder (ASD, IQ > 75), children with specific learning disorder (SLD), and children with typical development (TD). Participants were 96 boys in Grades 3 to 6, comprising 25 boys with ASD, 38 with SLD, and 33 with TD. SIP measures included two peer vignettes (group entry, ambiguous provocation) to highlight influences of social context. Both clinical groups (SLD, ASD) differed significantly from the nonclinical (TD) group in total language capacities and in five of six SIP measures. As hypothesized, language capacities also significantly mediated the two disorders’ associations with children’s deficits along SIP stages. Findings from this novel comparative study call for consideration of semantic-pragmatic language’s role when planning interventions that target social cognition in both clinical populations as well as further empirical exploration. |
| doi_str_mv | 10.1177/0022466918821400 |
| format | Article |
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Participants were 96 boys in Grades 3 to 6, comprising 25 boys with ASD, 38 with SLD, and 33 with TD. SIP measures included two peer vignettes (group entry, ambiguous provocation) to highlight influences of social context. Both clinical groups (SLD, ASD) differed significantly from the nonclinical (TD) group in total language capacities and in five of six SIP measures. As hypothesized, language capacities also significantly mediated the two disorders’ associations with children’s deficits along SIP stages. 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Findings from this novel comparative study call for consideration of semantic-pragmatic language’s role when planning interventions that target social cognition in both clinical populations as well as further empirical exploration.</description><subject>Ambiguity</subject><subject>Autism</subject><subject>Autistic children</subject><subject>Boys</subject><subject>Cognitive Processes</subject><subject>Comparative studies</subject><subject>Elementary School Students</subject><subject>Foreign Countries</subject><subject>Grade 3</subject><subject>Grade 4</subject><subject>Grade 5</subject><subject>Grade 6</subject><subject>High functioning</subject><subject>Information processing</subject><subject>Intelligence Tests</subject><subject>Language</subject><subject>Language Skills</subject><subject>Language Usage</subject><subject>Learning</subject><subject>Learning Disabilities</subject><subject>Males</subject><subject>Pervasive Developmental Disorders</subject><subject>Provocation</subject><subject>Semantics</subject><subject>Semitic Languages</subject><subject>Social cognition</subject><subject>Social Development</subject><subject>Social Environment</subject><subject>Social Influences</subject><subject>Social information processing</subject><subject>Special education</subject><subject>Verbal Ability</subject><subject>Vignettes</subject><subject>Vocabulary</subject><issn>0022-4669</issn><issn>1538-4764</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNp1kE1LxDAQhoMouH7cvQgBr1YzTZq23pZdP1lR3AWPJU2nu5FuU5Ou4M2fbtYVBcHLzOF555lkCDkCdgaQpueMxbGQMocsi0EwtkUGkPAsEqkU22SwxtGa75I9718YY5BJNiAfU6uNauhtW1u3VL2xLX10VqP3pp3T4dKGOlqYpnLY0mfTL-hwOj6l00koqq3o7L0zOgjG-IaN7ZbY9hd0tkB6j5X58gX4ZBuktqYT1c5Xao50pDqlTW_QH5CdWjUeD7_7PpldXc5GN9Hk4fp2NJxEmnPooxyrREsoyzguVZKkWmBS17GCUgDoKitrSFiV8VwApiIRaSxLziteKpnLWvB9crLRds6-rtD3xYtdufA2X8ScAZNcQh5SbJPSznrvsC46Z5bKvRfAivWZi79nDiPHmxF0Rv_EL-8gaGUiA4823Id__y791_cJKsuFFw</recordid><startdate>201911</startdate><enddate>201911</enddate><creator>Bauminger-Zviely, Nirit</creator><creator>Alon, Mor</creator><creator>Brill, Alit</creator><creator>Schorr-Edelsztein, Hani</creator><creator>David, Tzuriel</creator><creator>Tubul, Gila</creator><creator>Al-Yagon, Michal</creator><general>SAGE Publications</general><general>SAGE Publications and Hammill Institute on Disabilities</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>K9.</scope><scope>NAPCQ</scope></search><sort><creationdate>201911</creationdate><title>Social Information Processing Among Children With ASD, SLD, and Typical Development: The Mediational Role of Language Capacities</title><author>Bauminger-Zviely, Nirit ; 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| subjects | Ambiguity Autism Autistic children Boys Cognitive Processes Comparative studies Elementary School Students Foreign Countries Grade 3 Grade 4 Grade 5 Grade 6 High functioning Information processing Intelligence Tests Language Language Skills Language Usage Learning Learning Disabilities Males Pervasive Developmental Disorders Provocation Semantics Semitic Languages Social cognition Social Development Social Environment Social Influences Social information processing Special education Verbal Ability Vignettes Vocabulary |
| title | Social Information Processing Among Children With ASD, SLD, and Typical Development: The Mediational Role of Language Capacities |
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