Pragmatic abilities of high-functioning Greek-speaking children with autism

Το άρθρο παρουσιάζει τα ευρήματα μελέτης των πραγματολογικών ικανοτήτων παιδιών με αυτισμό και μητρική γλώσσα την Ελληνική που διεξήχθη στο πλαίσιο μιας ευρύτερης έρευνας επί των γραμματικών ικανοτήτων των παιδιών με αυτισμό. Παρουσιάζεται ανάλυση των πραγματολογικών ικανοτήτων 20 παιδιών με αυτισμό υψηλής λειτουργικότητας και της ομάδας ελέγχου ίδιας ηλικίας, με τυπική ανάπτυξη, σε δοκιμασία βασισμένη στο πρωτόκολλο DELV (Diagnostic Evaluation of Language Variation). Η δοκιμασία αξιολογεί τους τομείς των επικοινωνιακών ρόλων, της αφήγησης και της παραγωγής ερωτήσεων.This paper reports on the findings of the pragmatic abilities of Greek-speaking children with autism spectrum disorders (ASD). Twenty high functioning children with ASD and their typically developing age and vocabulary controls were administered a pragmatics task in the context of a larger study targeting the grammar of Greek-speaking children withautism. The task was based on the Diagnostic Evaluation of Language Variation (DELV) and assessed the children’s abilities in communicative role taking, narrative, and question asking. The children with ASDshowed an uneven profile in their pragmatic abilities. The two groups did not differ in communicative role taking and question asking. However, the children with ASD had difficulties on the narrative task, and morespecifically, on the items assessing reference contrast and temporal links. Yet, they performed similarly on the mental state representations and the false beliefs items. Despite their good performance on mental states and false beliefs, the ASD children’s lower performance on reference contrast can be interpreted via Theory of Mind deficits if we assume that the former involve an additional level of complexity; namely, quantifying the amount of information available to the listener. Lower performance on temporal links is in line with the ASD children’s attested difficulties in organizing events into a coherent gist. Their overall profile, and, in particular, the dissociation between the different sections of the task, does not support single deficit accounts. It rather indicates that the deficits of individuals with ASD stem from distinct deficits in core cognitive processes (Happé & Frith, 2006)