Langage et performance dans la tâche de fausses croyances chez les enfants avec un diagnostic de "trouble du spectre de l'autisme"

Aperçu: G.M.

Le langage est lié à la compréhension de fausses croyances (FB) chez les enfants au développement typique et chez les enfants avec un diagnostic de "trouble du spectre de l'autisme" (TSA). L'étude actuelle a examiné le rôle des compléments et du langage général dans la compréhension du FB. L'intérêt était de savoir si le langage joue des rôles semblables ou différents dans la performance de FB des groupes.

et 18 avec ASD .  

16  enfants au développement typique (âge moyen = 5,0 ans, âge mental = 6,7) et 18 enfants avec un diagnostic de TSA (âge moyen = 7,3 ans, âge mental = 8,3) ont réalisé des tâches de FB et de langue (say-and-think-complements), des tests de vocabulaire réceptifs et expressifs et des phrases relatives.

Les résultats indiquent que les enfants avec un diagnostic de TSA s'appuyaient davantage sur la compréhension du complément pour réussir FB par rapport aux enfants au développement typique.  

J Speech Lang Hear Res. 2017 Jun 29:1-15. doi: 10.1044/2017_JSLHR-L-15-0422.

Language and False-Belief Task Performance in Children With Autism Spectrum Disorder

Jeffrey Farrar M¹, Seung HK², Lee H³.

Author information

1

Psychology Department, University of Florida, Gainesville.

2

Department of Human Communication Studies, California State University, Fullerton.

3

Department of Early Childhood Education, Yeungnam University, North Gyeongsang, Korea.

Abstract

Purpose:

Language is related to false-belief (FB) understanding in both typically developing children and children with autism spectrum disorder (ASD). The current study examined the role of complementation and general language in FB understanding. Of interest was whether language plays similar or different roles in the groups' FB performance.

Method:

Participants were 16 typically developing children (mean age = 5.0 years; mental age = 6.7) and 18 with ASD (mean age = 7.3 years; mental age = 8.3). Children were administered FB and language tasks (say- and think-complements), receptive and expressive vocabulary tests, and relative clauses.

Results:

When mental age and receptive and expressive vocabulary were used as separate covariates, the typical control group outperformed the children with ASD in FB task performance. Chi-square analyses indicated that passing both complementation tasks was linked to the FB understanding of children with ASD. Children with ASD who passed FB tasks all passed say- and think-complement tasks. However, some children in the control group were able to pass the FB tasks, even if they failed the say- and think-complement tasks.

Conclusion:

The results indicate that children with ASD relied more on complement understanding to pass FB than typically developing children. Results are discussed regarding the developmental pathways for FB understanding.

PMID:28666276

DOI:10.1044/2017_JSLHR-L-15-0422