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Brief Report: Predicting Social Skills from Semantic, Syntactic, and Pragmatic Language Among Young Children with Autism Spectrum Disorder. | LitMetric

AI Article Synopsis

  • - The study investigates how different language skills (semantics, syntax, and pragmatics) relate to social skills in children with autism spectrum disorder (ASD) and highlights the need for more research in this area.
  • - It found that when parents evaluated their children's language, only semantic skills were linked to social skills, while teachers' evaluations showed that all three language domains correlated but not independently.
  • - The authors suggest that future research should focus on how social contexts influence language use and consider specific interventions aimed at improving semantic language to enhance social skills in children with ASD.

Article Abstract

The language and social skill deficits associated with autism spectrum disorder (ASD) warrant further study. Existing research has focused on the contributions of pragmatic language to social skills, with little attention to other aspects of language. We examined the associations across three language domains (semantics, syntax, and pragmatics) and their relations to parent- and teacher-rated social skills among children with ASD. When parent-reported language skills were considered simultaneously, only semantics significantly predicted children's social skills. For teacher-reported language skills, all three language domains predicted children's social skills, but none made unique contributions above and beyond one another. Further research should consider the impact of social context on language expectations and interventions targeting semantic language on children's development of social skills.

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Source
http://dx.doi.org/10.1007/s10803-020-04445-zDOI Listing

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