Kuijper Sanne J M, Hartman Catharina A, Bogaerds-Hazenberg Suzanne T M, Hendriks Petra
Center for Language and Cognition Groningen, University of Groningen.
University Medical Center Groningen.
J Abnorm Psychol. 2017 Jan;126(1):63-75. doi: 10.1037/abn0000231. Epub 2016 Nov 28.
The present study focuses on the similarities and differences in language production between children with autism spectrum disorder (ASD) and children with attention-deficit/hyperactivity disorder (ADHD). In addition, we investigated whether Theory of Mind (ToM), working memory, and response inhibition are associated with language production. Narratives, produced by 106 Dutch-speaking children (36 with ASD, 34 with ADHD, and 36 typically developing) aged 6 to 12 during ADOS assessment, were examined on several linguistic measures: verbal productivity, speech fluency, syntactic complexity, lexical semantics, and discourse pragmatics. Children were tested on ToM, working memory, and response inhibition and parents filled in the Children's Communication Checklist (CCC-2). Gold-standard diagnostic measures (Autism Diagnostic Observation Schema [ADOS], Autism Diagnostic Interview Revised [ADI-R], and the Parent Interview for Child Symptoms [PICS]) were administered to all children to confirm diagnosis. Regarding similarities, both clinical groups showed impairments in narrative performance relative to typically developing children. These were confirmed by the CCC-2. These impairments were not only present on pragmatic measures, such as the inability to produce a narrative in a coherent and cohesive way, but also on syntactic complexity and their production of repetitions. As for differences, children with ADHD but not children with ASD showed problems in their choice of referring expressions and speech fluency. ToM and working memory performance but not response inhibition were associated with many narrative skills, suggesting that these cognitive mechanisms explain some of the impairments in language production. We conclude that children with ASD and children with ADHD manifest multiple and diverse language production problems, which may partly relate to their problems in ToM and working memory. (PsycINFO Database Record
本研究聚焦于自闭症谱系障碍（ASD）儿童与注意力缺陷多动障碍（ADHD）儿童在语言产出方面的异同。此外，我们还调查了心理理论（ToM）、工作记忆和反应抑制是否与语言产出相关。对106名6至12岁的荷兰语儿童（36名患有ASD，34名患有ADHD，36名发育正常）在ADOS评估期间所产出的叙述进行了多项语言指标的检查：言语产出能力、言语流畅性、句法复杂性、词汇语义和语篇语用学。对儿童进行了心理理论、工作记忆和反应抑制测试，家长填写了儿童沟通检查表（CCC - 2）。对所有儿童采用金标准诊断措施（自闭症诊断观察量表[ADOS]、自闭症诊断访谈修订版[ADI - R]和儿童症状家长访谈[PICS]）以确认诊断。关于相似之处，与发育正常的儿童相比，两个临床组在叙述表现上均存在缺陷。这一点在CCC - 2中得到了证实。这些缺陷不仅体现在语用指标上，比如无法连贯且有条理地讲述一个故事，还体现在句法复杂性以及重复表述方面。至于差异，患有ADHD的儿童而非患有ASD的儿童在指称表达的选择和言语流畅性方面存在问题。心理理论和工作记忆表现而非反应抑制与许多叙述技能相关，这表明这些认知机制解释了语言产出中的一些缺陷。我们得出结论，患有ASD的儿童和患有ADHD的儿童表现出多种不同的语言产出问题，这些问题可能部分与他们在心理理论和工作记忆方面的问题有关。（PsycINFO数据库记录
