Narrative macrostructure and microstructure profiles of bilingual children with autism spectrum disorder: differentiation from bilingual children with developmental language disorder and typical development
Children with autism spectrum disorder (ASD) show heterogeneous language profiles beyond early language delays. Understanding the second language profiles of bilingual children with ASD is important for clinical practice in diverse societies. Accordingly, we examined the narrative abilities of bilin...
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| Veröffentlicht in: | Applied psycholinguistics 2022-11, Vol.43 (6), p.1359-1390 |
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| description | Children with autism spectrum disorder (ASD) show heterogeneous language profiles beyond early language delays. Understanding the second language profiles of bilingual children with ASD is important for clinical practice in diverse societies. Accordingly, we examined the narrative abilities of bilinguals with ASD, with developmental language disorder (DLD), and with typical development (TD) to determine which narrative components best differentiate bilinguals with ASD from the other groups. Participants were 29 bilingual children with ASD, DLD, and TD who were matched for age (mean = 6;8), nonverbal intelligence, and receptive vocabulary. Narratives were coded for macrostructure (story grammar (SG) scores, number of individual SG components) and microstructure (syntactic complexity, mean length of utterance, lexical diversity, and story length). The TD group had superior SG scores, included more SG components, and used longer utterances and more complex syntax than the ASD group, whereas no differences were found between the clinical groups. For SG components requiring perspective-taking abilities, the ASD group had worse performance than the TD and DLD groups. Our results suggest that bilingual children with ASD show weaknesses in both macrostructure and microstructure, which can overlap with children with DLD. The linguistic profiles of bilingual children with ASD and DLD are thus both overlapping and distinct. |
| doi_str_mv | 10.1017/S0142716422000406 |
| format | Article |
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Understanding the second language profiles of bilingual children with ASD is important for clinical practice in diverse societies. Accordingly, we examined the narrative abilities of bilinguals with ASD, with developmental language disorder (DLD), and with typical development (TD) to determine which narrative components best differentiate bilinguals with ASD from the other groups. Participants were 29 bilingual children with ASD, DLD, and TD who were matched for age (mean = 6;8), nonverbal intelligence, and receptive vocabulary. Narratives were coded for macrostructure (story grammar (SG) scores, number of individual SG components) and microstructure (syntactic complexity, mean length of utterance, lexical diversity, and story length). The TD group had superior SG scores, included more SG components, and used longer utterances and more complex syntax than the ASD group, whereas no differences were found between the clinical groups. For SG components requiring perspective-taking abilities, the ASD group had worse performance than the TD and DLD groups. Our results suggest that bilingual children with ASD show weaknesses in both macrostructure and microstructure, which can overlap with children with DLD. The linguistic profiles of bilingual children with ASD and DLD are thus both overlapping and distinct.</description><identifier>ISSN: 0142-7164</identifier><identifier>EISSN: 1469-1817</identifier><identifier>DOI: 10.1017/S0142716422000406</identifier><language>eng</language><publisher>New York, USA: Cambridge University Press</publisher><subject>Age ; Autism ; Autistic children ; Behavior Patterns ; Bilingualism ; Children ; Childrens picture books ; Communication ; Delayed language acquisition ; Developmental disabilities ; Grammar ; Individualized Instruction ; Intelligence ; Language ; Language Acquisition ; Language disorders ; Language Impairments ; Linguistics ; Mean length of utterance ; Narratives ; Native language acquisition ; Original Article ; Receptive language ; Story grammar ; Syntactic complexity ; Theory of Mind</subject><ispartof>Applied psycholinguistics, 2022-11, Vol.43 (6), p.1359-1390</ispartof><rights>The Author(s), 2022. Published by Cambridge University Press</rights><rights>The Author(s), 2022. Published by Cambridge University Press. This work is licensed under the Creative Commons Attribution License This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution and reproduction, provided the original article is properly cited. (the “License”). 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Understanding the second language profiles of bilingual children with ASD is important for clinical practice in diverse societies. Accordingly, we examined the narrative abilities of bilinguals with ASD, with developmental language disorder (DLD), and with typical development (TD) to determine which narrative components best differentiate bilinguals with ASD from the other groups. Participants were 29 bilingual children with ASD, DLD, and TD who were matched for age (mean = 6;8), nonverbal intelligence, and receptive vocabulary. Narratives were coded for macrostructure (story grammar (SG) scores, number of individual SG components) and microstructure (syntactic complexity, mean length of utterance, lexical diversity, and story length). The TD group had superior SG scores, included more SG components, and used longer utterances and more complex syntax than the ASD group, whereas no differences were found between the clinical groups. For SG components requiring perspective-taking abilities, the ASD group had worse performance than the TD and DLD groups. Our results suggest that bilingual children with ASD show weaknesses in both macrostructure and microstructure, which can overlap with children with DLD. The linguistic profiles of bilingual children with ASD and DLD are thus both overlapping and distinct.</description><subject>Age</subject><subject>Autism</subject><subject>Autistic children</subject><subject>Behavior Patterns</subject><subject>Bilingualism</subject><subject>Children</subject><subject>Childrens picture books</subject><subject>Communication</subject><subject>Delayed language acquisition</subject><subject>Developmental disabilities</subject><subject>Grammar</subject><subject>Individualized Instruction</subject><subject>Intelligence</subject><subject>Language</subject><subject>Language Acquisition</subject><subject>Language disorders</subject><subject>Language Impairments</subject><subject>Linguistics</subject><subject>Mean length of utterance</subject><subject>Narratives</subject><subject>Native language acquisition</subject><subject>Original Article</subject><subject>Receptive language</subject><subject>Story grammar</subject><subject>Syntactic 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typical development</atitle><jtitle>Applied psycholinguistics</jtitle><addtitle>Applied Psycholinguistics</addtitle><date>2022-11</date><risdate>2022</risdate><volume>43</volume><issue>6</issue><spage>1359</spage><epage>1390</epage><pages>1359-1390</pages><issn>0142-7164</issn><eissn>1469-1817</eissn><abstract>Children with autism spectrum disorder (ASD) show heterogeneous language profiles beyond early language delays. Understanding the second language profiles of bilingual children with ASD is important for clinical practice in diverse societies. Accordingly, we examined the narrative abilities of bilinguals with ASD, with developmental language disorder (DLD), and with typical development (TD) to determine which narrative components best differentiate bilinguals with ASD from the other groups. Participants were 29 bilingual children with ASD, DLD, and TD who were matched for age (mean = 6;8), nonverbal intelligence, and receptive vocabulary. Narratives were coded for macrostructure (story grammar (SG) scores, number of individual SG components) and microstructure (syntactic complexity, mean length of utterance, lexical diversity, and story length). The TD group had superior SG scores, included more SG components, and used longer utterances and more complex syntax than the ASD group, whereas no differences were found between the clinical groups. For SG components requiring perspective-taking abilities, the ASD group had worse performance than the TD and DLD groups. Our results suggest that bilingual children with ASD show weaknesses in both macrostructure and microstructure, which can overlap with children with DLD. The linguistic profiles of bilingual children with ASD and DLD are thus both overlapping and distinct.</abstract><cop>New York, USA</cop><pub>Cambridge University Press</pub><doi>10.1017/S0142716422000406</doi><tpages>32</tpages><orcidid>https://orcid.org/0000-0002-4825-3301</orcidid><orcidid>https://orcid.org/0000-0002-6764-7891</orcidid><oa>free_for_read</oa></addata></record> |
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| ispartof | Applied psycholinguistics, 2022-11, Vol.43 (6), p.1359-1390 |
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| subjects | Age Autism Autistic children Behavior Patterns Bilingualism Children Childrens picture books Communication Delayed language acquisition Developmental disabilities Grammar Individualized Instruction Intelligence Language Language Acquisition Language disorders Language Impairments Linguistics Mean length of utterance Narratives Native language acquisition Original Article Receptive language Story grammar Syntactic complexity Theory of Mind |
| title | Narrative macrostructure and microstructure profiles of bilingual children with autism spectrum disorder: differentiation from bilingual children with developmental language disorder and typical development |
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