Analysis of pragmatic abilities of children with ASD and children with ASD and ADHD
Análisis de habilidades pragmáticas de niños con TEA y niños con TEA y TDAH
Autor
Baixauli, Inmaculada
Berenguer, Carmen
Roselló, Belén
Colomer, Carla
Resumen
Introduction. Pragmatic impairments are present in Autism Spectrum Disorder (ASD), which have negative consequences in social and adaptive domains. One of the least studied issues is the role of comorbid symptoms of Attention Deficit Hyperactivity Deficit (ADHD) in the pragmatic and discursive abilities of children with ASD. The aim of this study was twofold: (1) To analyse the similarities and differences of narrative and pragmatic abilities of children with ASD, ASD+ADHD and TD. (2) To analyse the discriminant capacity for pragmatic and narrative abilities of children with ASD and ADHD. Method. 89 children between 7 and 11 years participated in the study: 30 with a diagnosis of ASD, 22 with a diagnosis of ASD+ADHD and 37 with TD. Results. Both groups with ASD were significantly different from the group with TD regarding all pragmatic scales of the questionnaire filled out by the parents and all the narrative indicators. However, these aspects had poor power to discriminate between groups with ASD and ASD+ADHD. Conclusions. The addition of ADHD symptomatology did not entail a more severe impairment in pragmatic and narrative abilities, except for non verbal communication, more affected in ASD. Introducción. El Trastorno del Espectro Autista (TEA) presenta dificultades en la pragmática del lenguaje que repercuten negativamente en el ámbito social y adaptativo. Una de las cuestiones menos estudiadas es el papel que desempeñan los síntomas comórbidos del trastorno por déficit de atención con hiperactividad (TDAH) en las habilidades pragmáticas y discursivas de niños con TEA. El propósito de este estudio fue: (1) Analizar las similitudes y diferencias de las habilidades pragmáticas y de discurso narrativo mediante la comparación de niños con TEA, TEA+TDAH y desarrollo típico (DT). (2) Analizar la capacidad discriminante de las habilidades pragmáticas y de discurso narrativo en niños con TEA y TEA+TDAH. Método. Participaron un total de 89 niños entre 7 y 11 años de edad: 30 con un diagnóstico de TEA, 22 con un diagnóstico de TEA+TDAH y 37 con DT. Resultados. Los dos grupos con TEA fueron diferentes significativamente al grupo con DT en todas las escalas analizadas de la pragmática, tanto en las estimaciones realizadas por sus padres como en el análisis del discurso narrativo. Sin embargo, estos aspectos tuvieron escasa capacidad para discriminar los grupos TEA y TEA+TDAH. Conclusiones. La adición de sintomatología de TDAH no supuso una mayor afectación de las habilidades pragmáticas y narrativas en los participantes con TEA, a excepción de la comunicación no verbal, más alterada en el TEA.
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