Andreou Georgia, Lymperopoulou Vasiliki, Aslanoglou Vasiliki
Department of Special Education, University of Thessaly, Volos, Greece.
Int J Dev Disabil. 2022 Oct 18;70(5):777-791. doi: 10.1080/20473869.2022.2132669. eCollection 2024.
Pragmatics can be defined as the appropriate use of language in social interactions. Children with Autism Spectrum Disorder (ASD) and children with Developmental Language Disorder (DLD) exhibit difficulties in pragmatic language (PL), but the nature and sources of these difficulties have not been fully investigated yet. The purpose of this paper is to critically review empirical literature on the PL of children with ASD as compared to that of children with DLD.
Thirteen studies that met established inclusion criteria were identified and reviewed.
Children with ASD and children with DLD demonstrated several similarities in PL. However, a lot of differences were observed and mainly children with ASD faced more profound difficulties than children with DLD, while PL may be a distinct marker between the two groups.
The differences observed in the language profiles of ASD and DLD show that even if there is an overlap in some domains, the PL abilities of children of both clinical populations are likely to be controlled by different mechanisms and therefore these differences in PL may be considered as a distinguishable feature between the two populations.
语用学可定义为在社会互动中对语言的恰当运用。自闭症谱系障碍（ASD）儿童和发育性语言障碍（DLD）儿童在语用语言（PL）方面存在困难，但这些困难的本质和根源尚未得到充分研究。本文旨在批判性地综述与DLD儿童相比，关于ASD儿童PL的实证文献。
确定并综述了13项符合既定纳入标准的研究。
ASD儿童和DLD儿童在PL方面表现出若干相似之处。然而，观察到许多差异，主要是ASD儿童面临的困难比DLD儿童更为严重，而PL可能是两组之间的一个明显标志。
在ASD和DLD的语言特征中观察到的差异表明，即使在某些领域存在重叠，这两个临床群体儿童的PL能力可能受不同机制控制，因此PL方面的这些差异可被视为这两个群体之间的一个可区分特征。
