[A communication intervention in autism spectrum disorder by means of the programme 'More than Words'. A case study].

Introduction: The 'More than Words' programme aims to enable parents to take advantage of day-to-day situations as communication learning settings, through the use of instruction in responsive-type interaction strategies.

Aim: To describe the effects of this programme on the communication skills of a child with autism spectrum disorder and on the language the parents use to address him.

Patients And Methods: A three-phase design (pre-intervention, intervention and post-intervention) was employed, in which the responsive interactions of the parents and the child's communicative acts were measured.

Pragmatic competence of children with autism spectrum disorder. Impact of theory of mind, verbal working memory, ADHD symptoms, and structural language.

The primary aim of this study is to increase the existing knowledge about the pragmatic skills of children with autism spectrum disorders (ASD). Specifically, the study has two objectives. The first is to provide a profile of characteristics based on The Children's Communication Checklist (CCC-2) pragmatics scales (inappropriate initiation, stereotyped language, use of context, nonverbal communication, and general pragmatics) and narrative task indicators.

ADHD Symptoms and peer problems: Mediation of executive function and theory of mind.

Background: The social maladjustment suffered by many children with attention deficit hyperactivity disorder (ADHD) is maintained over time, increasing the risk of subsequent adverse outcomes. The objectives of the study were to explore the mechanisms that operate between ADHD symptoms and social problems with peers, considering the mediation of FE and ToM.

Method: 35 children with ADHD and 37 with typical development matched in age and IQ were compared.

[Discriminatory power of executive functions and of theory of mind in attention deficit hyperactivity disorder. Rationale for intervention].

Introduction: Executive functions and theory of mind (ToM) deficits are present in children with attention deficit hyperactivity disorder (ADHD). Identifying the magnitude of the association between executive functions and ToM is important for understanding the disorder.

Aims: This study adopts a naturalistic evaluation approach to analyze the executive functions versus ToM ability to discriminate between children with ADHD and typically developing children and to identify the degree of association between deficits in the components of executive functions (behavioral regulation and metacognitive) and ToM.

[Interventions to promote social communication in children with autism spectrum disorders].

Introduction: The difficulties encountered when it comes to social communication are one of the core disorders experienced by persons with autism spectrum disorders (ASD). This problem leads to feelings of loneliness and social exclusion, which negatively affect the quality of life.

Aims: To review the characteristics of the main interventions in this field in high-functioning ASD.