Language Comprehension in Preschoolers with Autism Spectrum Disorders without Intellectual Disability: Use of the Reynell Developmental Language Scales

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  • Additional Information
    • Availability:
      Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: [email protected]; Web site: http://www.elsevier.com
    • Peer Reviewed:
      Y
    • Source:
      7
    • Education Level:
      Early Childhood Education
      Preschool Education
    • Subject Terms:
      Comprehension; Autism; Asperger Syndrome; Intelligence Quotient; Preschool Children; Pervasive Developmental Disorders; Performance Based Assessment; Diagnostic Tests; Educational Diagnosis; Individual Differences; Longitudinal Studies; Scores; Comparative Analysis; Comparative Testing; Foreign Countries; Developmental Delays; Rating Scales
    • Subject Terms:
      Sweden
    • Subject Terms:
      Reynell Developmental Language Scales
    • Accession Number:
      10.1016/j.rasd.2012.03.003
    • ISSN:
      1750-9467
    • Abstract:
      This study aimed to (a) assess language comprehension in children with autism spectrum disorders (ASD) without intellectual disability, (b) assess differences between ASD diagnostic subgroups, and (c) analyze the relationship between language comprehension and performance and verbal IQ, respectively. The 94 participants (83 boys, 11 girls; 4:0-6:8 years) were a subgroup of a large cohort of 208 Swedish preschool children with ASD that had been followed longitudinally over 2 years. The Comprehension Scale of the Reynell Developmental Language Scales III (RDLS) was used at follow-up to assess language comprehension. Results revealed a delay in the development of language comprehension as well as high variability within the group as a whole. The Asperger syndrome and the Autistic feature groups performed within the normal range whereas the PDD-NOS and the Autistic disorder groups performed at the lower boundary of the normal range. However, importantly, 38% or more of the children showed results in the impaired range (i.e., less than 10th percentile) regardless of ASD type. Explained variance in language comprehension scores were 10% for non-verbal and 41% for verbal IQ. Many children with ASD without intellectual disability may have difficulties comprehending instructions in the classroom and in other everyday situations. The results highlight the need for detailed linguistic assessment of children with ASD. (Contains 3 tables and 3 figures.)
    • Abstract:
      As Provided
    • Publication Date:
      2012
    • Accession Number:
      EJ967248