Sánchez Pedroche Alberto, Valera-Pozo Mario, Mateus Moreno Angelica, Lara Díaz Maria Fernanda, Aguilar-Mediavilla Eva, Adrover-Roig Daniel
Department of Applied Pedagogy and Educational Psychology, Institute of Research and Innovation in Education (IRIE), University of Balearic Islands, Palma, Spain.
Human Communication Department, Faculty of Medicine, Universidad Nacional de Colombia, Bogotà, Colombia.
Autism Dev Lang Impair. 2024 Aug 28;9:23969415241275931. doi: 10.1177/23969415241275931. eCollection 2024 Jan-Dec.
The current diagnostic criteria for the autism spectrum disorder (ASD) include the possibility to specify concomitant language difficulties.
Our main aim was to explore whether children with ASD-Level 1 (ASD-L1) present difficulties in the acquisition of structural language, as little work has been done in this regard so far. As a secondary aim we evaluated the degree to which the potential language impairment in ASD is directly associated with their social communication deficits or it represents a distinct deficit.
To further clarify the nature and characteristics of putative language difficulties in ASD-L1, we evaluated language skills in 89 children and preadolescents diagnosed with ASD-L1, and a group of typically developing participants (TD). All of them were between 8 and 13 years old and had similar socioeconomic backgrounds.
Children with ASD-L1 obtained lower scores than those in TD group in repeating sentences, in finding the semantic relationships between words, and in applying word structure rules (morphology). Congruently, the core language standard score was lower in the ASD-L1 group, and the proportion of language delay was significantly higher in the ASD-L1 group than in the control group.
Language scores were associated with autistic traits; thus, language performance in ASD-L1 is closely related to autistic symptoms. These results are discussed according to the literature on linguistic deficits in ASD-L1 and their relations with phonological working memory.
目前自闭症谱系障碍（ASD）的诊断标准包括明确是否伴有语言困难的可能性。
我们的主要目的是探讨1级自闭症（ASD-L1）儿童在结构语言习得方面是否存在困难，因为到目前为止这方面的研究较少。作为次要目的，我们评估了ASD中潜在的语言障碍与他们的社交沟通缺陷直接相关的程度，或者它是否代表一种独特的缺陷。
为了进一步阐明ASD-L1中假定语言困难的性质和特征，我们评估了89名被诊断为ASD-L1的儿童和青少年以及一组发育正常的参与者（TD）的语言技能。他们年龄均在8至13岁之间，社会经济背景相似。
ASD-L1儿童在重复句子、找出单词之间的语义关系以及应用单词结构规则（形态学）方面的得分低于TD组。同样，ASD-L1组的核心语言标准得分较低，且ASD-L1组语言延迟的比例显著高于对照组。
语言得分与自闭症特征相关；因此，ASD-LI中的语言表现与自闭症症状密切相关。根据关于ASD-L1语言缺陷及其与语音工作记忆关系的文献对这些结果进行了讨论。
