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Objectives <p>Children with autism spectrum disorder (ASD) and children with developmental language disorder (DLD) show some similarities in their language skills and difficulties. The aim of the present study is to investigate the similarities and differences in pragmatic skills between Greek-speaking school-aged children with autism spectrum disorder (ASD) and children with developmental language disorder (DLD).</p> Methods <p>Seventy-five children recruited to&#xa0;participate in this study were equally divided into three groups; an ASD group, a DLD group, and a group of children with typical development (TD group), matched for chronological age and gender. Each group consisted of 25 children aged 6–8 years. Participants were assessed on linguistic-pragmatics, social-pragmatics, and in their ability to use social context to make inferences, in General Communication and in Social Interaction.</p> Results <p>Children with ASD showed difficulties in all aspects of pragmatic language and significant difficulties were found in social-pragmatics. In contrast, children with DLD exhibited difficulties in linguistic-pragmatics, while social-pragmatics did not seem to be significantly affected.</p> Conclusion <p>Both children with ASD and children with DLD exhibit deficits in pragmatic language, but not in the same aspects and to the same extent. The pragmatic deficits of children with ASD appear to be more severe than the pragmatic deficits of children with DLD.</p>

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Similarities and Differences in Pragmatic Skills Between Greek Speaking School-Aged Children with Autism Spectrum Disorder and Developmental Language Disorder

  • 期刊论文

  • 发表日期：

    2025年5月7日

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  • Georgia Andreou,
  • Vasiliki Lymperopoulou,
  • Despina Papoudi

摘要

Objectives

Children with autism spectrum disorder (ASD) and children with developmental language disorder (DLD) show some similarities in their language skills and difficulties. The aim of the present study is to investigate the similarities and differences in pragmatic skills between Greek-speaking school-aged children with autism spectrum disorder (ASD) and children with developmental language disorder (DLD).

Methods

Seventy-five children recruited to participate in this study were equally divided into three groups; an ASD group, a DLD group, and a group of children with typical development (TD group), matched for chronological age and gender. Each group consisted of 25 children aged 6–8 years. Participants were assessed on linguistic-pragmatics, social-pragmatics, and in their ability to use social context to make inferences, in General Communication and in Social Interaction.

Results

Children with ASD showed difficulties in all aspects of pragmatic language and significant difficulties were found in social-pragmatics. In contrast, children with DLD exhibited difficulties in linguistic-pragmatics, while social-pragmatics did not seem to be significantly affected.

Conclusion

Both children with ASD and children with DLD exhibit deficits in pragmatic language, but not in the same aspects and to the same extent. The pragmatic deficits of children with ASD appear to be more severe than the pragmatic deficits of children with DLD.