Collaborative competence in dialogue: Pragmatic language impairment as a window onto the psychopathology of autism. (November 2017)

• Record Type: Journal Article
• Authors: Larkin, Fionnuala; Hobson, Jessica Anne; Hobson, R. Peter; Tolmie, Andrew
• Is Part Of: Research in autism spectrum disorders. Volume 43/44(2017)
• Page Start: 27
• Page End: 39
• Publication Date: 2017-11
• Subjects: Autism -- Pragmatic language -- Conversation -- Identification -- ADOS; Autism spectrum disorders -- Periodicals; 616.85882005
• DOI: 10.1016/j.rasd.2017.09.004
• Languages: English
• ISSNs: 1750-9467

Abstract

Highlights: We investigated conversational abilities among children and adolescents with and without autism (n = 18 per group). Participants with autism produced significantly fewer 'typical' communicative cues and more cues rated as atypical. Competence in dialogue was not correlated with 'general' language ability, but was correlated with a measure of pragmatic ability and ADOS scores. Results suggest pragmatic language ability mirrors the intermittent interpersonal engagement of children and adolescents with autism. Abstract: Background: Pragmatic language, including conversational ability, can be difficult for people with autism. Difficulties with dialogue may reflect impairment in interpersonal engagement more than general language ability. Method: We investigated conversational abilities among children and adolescents with and without autism (n = 18 per group) matched for language proficiency and productivity. Videotaped conversations from the Autism Diagnostic Observational Schedule (ADOS, Lord, Rutter, DiLavore, & Risi, 2001) were rated according to the Collaborative Competence in Dialogue (CCD) scale featuring six verbal and non-verbal 'cues' that conversational partners use to sustain dialogue. Results: Participants with autism produced significantly fewer 'typical' communicative cues and more cues rated as intermittent or rote/stereotyped, even when non-verbal items (gaze) were removed from consideration. Within the autism group, competence in dialogue was not correlated with 'general' language ability, but was correlated with a measure of pragmatic ability. Conclusions: Difficulties with collaboration in dialogue may mirror the intermittent or incomplete interpersonal engagement of children with autism. Implications: Assessment of language ability in autism should include observation in unstructured social settings.