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A Comparison of the Use of Linguistic Mazes by Children with ASD or ADHD |
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Katherine Bangert - University of Minnesota, Twin Cities
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Lizbeth Finestack - University of Minnesota, Twin Cities
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Somer Bishop - University of California-San Francisco
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| SRCLD Year: |
2016 |
| Presentation Type: |
Poster Presentation |
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| Presentation Time: |
(na) |
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Children with language impairment often produce elevated rates of linguistic mazes (i.e., filled pauses, repetitions, revisions) in their expressive language. In this study, we compared maze use by children with autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) during narrative and conversational portions of the Autism Diagnostic Observation Schedule. Twenty-four children with a diagnosis of ASD (n = 8) or ADHD (n = 16) aged 5 through 12 years participated in the study. We found a significant difference between ADOS contexts with more filled pauses in the conversation context than the narrative context. Additionally, MLUm was greater in the narrative ADOS context than the conversation context. It is important to note that this effect was only significant for the ADHD group when examined by group. Other investigators have suggested that filled pauses could be a pragmatic indicator that a speaker has not finished with their message. Thus, children with ADHD may be more aware of the pragmatic need to “hold the floor.” Study supported by a Grant-in-Aid Award from the University of Minnesota and R01HD065277-01 from NIH. |
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