Emotional and behavioural needs in children with specific language impairment and in children with autism spectrum disorder: The importance of pragmatic language impairment.
Pragmatic language gaps fuel emotional and behavior troubles in both autism and SLI—check social talk first.
01Research in Context
What this study did
Helland et al. (2017) compared kids with autism to kids with specific language impairment (SLI).
They wanted to know which group had more emotional and behavior problems.
The team also checked if trouble with pragmatic language (social talk) predicted those problems.
What they found
Children with autism showed bigger emotional and behavior needs than children with SLI.
Pragmatic language struggles predicted these needs in both groups.
In plain words: when social talk breaks down, behavior melts down.
How this fits with other research
Munkhaugen et al. (2019) extends this picture. They showed that students with autism who refuse school have low social motivation and weak executive skills.
Muskat et al. (2016) adds that, for younger kids, better social skills mean warmer teacher bonds and less conflict.
Together the three studies draw a line: pragmatic gaps → social friction → emotional fallout, at school and at home.
Why it matters
If a child with autism or SLI hits, cries, or avoids class, screen pragmatic language first. A quick checklist on turn-taking, topic shift, or reading facial cues can show you where to start intervention. Target social talk and you may cut behavior problems before they grow.
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02At a glance
03Original abstract
BACKGROUND: Language problems may negatively affect children's behaviour and have detrimental effects on the development of peer-relations. AIMS: We investigated and compared emotional and behavioural profiles in children with SLI and in children with ASD aged 6-15 years and explored to what extent pragmatic language problems contributed to the emotional and behavioural needs (EBN) in these clinical groups. METHODS AND PROCEDURES: The ASD group consisted of 23 children (19 boys; 4 girls) and the SLI group consisted of 20 children (18 boys; 2 girls). In order to assess EBN and language abilities, the Strength and Difficulties Questionnaire (SDQ) and the Children's Communication Checklist -2 (CCC-2) were filled out by parents. OUTCOMES AND RESULTS: Our main findings were that although EBN was common in both groups; the children in the ASD group were significantly impaired relative to the children in the SLI group. However, in both groups pragmatic language problems were found to be significantly associated with EBN. IMPLICATIONS: A comprehensive assessment of EBN as well as pragmatic language abilities should be an integral part of the assessment procedure. Considering the substantial influence of pragmatic language abilities on social function and in resolving interpersonal conflicts with peers further development of therapy plans and interventions targeting pragmatics is strongly needed.
Research in developmental disabilities, 2017 · doi:10.1016/j.ridd.2017.08.009