Asperger’s Syndrome

Pragmatic and Receptive Language

Amanda Marchioni
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What is Asperger's Syndrome/ Disorder?

  • Two Main Criteria
  1. Social interaction deficit
  2. Restricted interests and behaviors
(Koning & MaGill-Evans, 2001)

Quick Facts

  • No known cause
  • 2003 incidence was between 700,000 -2,000,000 (Safran S, Safran J, & Ellis, 2003)
  • Currently 1 in 500 have some type of AS (www.aane.org)
  • Normally takes a team of professionals (SLP,Psychiatrist,teacher & families)
  • No specific cure or intervention, different for each person

Pragmatics

  • Part of the Use domain of language
  • Knowing when to speak in a conversation
  • Knowing how to code switch between talking in a professional way or talking with friends
  • Reasons for talking
  • Be able to stick with a topic
(Paul & Norbury, 2012)

Receptive Language

  • Understand or comprehend language heard or seen
  • Verbally when receiving directions/information
  • Non-verbally like facial expressions, posture
  • Being able to make inferences from non-verbal’s
(Schneider, Codding, & Tyron, 2013).

Assessment Types

Pragmatics

  • Observation
  • Family and teacher questionnaire
  • Pragmatic Rating Scale
  • Assessment of Language Impaired Children’s Conversation
(Paul & Norbury, 2012).
Receptive
  • Clinical Evaluation of Language Fundamentals–Revised (CELF-R)
  • Sub tests like oral directions & word classes
(Koning & MaGill-Evans, 2001).

Intervention Strategies

Pragmatics
  • Therapist direct modeling
  • Turn taking in a card game like Go- fish
  • Patient has to initiate communication to ask for cards,
  • Respond to the clinician
  • Topic maintenance
  • Code switch through role playing different scenarios
(Falk-Ross, Iverson, & Gilbert, 2004).
Receptive
  • Reading and composing stories
  • Reading comics
  • Using pictures to display directions
  • Answering critical thinking questions about stories
(Falk-Ross et al. 2004)

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References

Falk-Ross, F., Iverson, M., & Gilbert, C. (2004). Teaching and learning approaches for children with asperger's syndrome. Teaching Exceptional Children, 36(4), 48-55. Retrieved from http://journals.cec.sped.org/

Koning, C., & MaGill-Evans, J. (2001). Social and language skills in adolescent boys with asperger syndrome. Autism: The International Journal of Research and Practice, 5(1), 23. Retrieved from http://aut.sagepub.com/

Paul, R., & Norbury, C. (2012). Language disorders from infancy through adolescence: listening, speaking, reading, writing, and commination (4th ed). St. Louis, MO: Elsevier

Safran, S. P., Safran, J. S., & Ellis, K. (2003). Intervention ABCs for children with asperger syndrome. Topics in Language Disorders, 23(2), 154. Retrieved from http://journals.lww.com/topicsinlanguagedisorders/

Schneider, A. B., Codding, R. S., & Tryon, G. S. (2013). Comparing and combining accommodation and remediation interventions to improve the written-language performance of children with asperger syndrome. Focus on Autism and Other Developmental Disabilities, 28(2), 101-114. doi: 10.1177/1088357613475811