Improving Pragmatic Language Assessment in Mandarin-Speaking Children with ASD: A Case Study

Numerous studies have shown that children with autism spectrum disorders (ASD) exhibit pragmatic language abnormalities. However, in Taiwan, standardized assessment tools for preschool Mandarin-speaking children primarily focus on semantic and syntactic abilities, often relying on speech and language pathologists’ (SLP) subjective judgment to assess pragmatic abilities. Since pragmatics involves daily interactions, the assessment process often requires extended discussions with parents.

This study explores improving the assessment of pragmatic abilities in Mandarin-speaking children with ASD.

A case of a 5-year-old child diagnosed with ASD by a pediatric neurologist is presented.The child had difficulty interacting with peers at school, leading to a referral for developmental assessment. SLPs in Taiwan commonly assess communication abilities through clinical observation, parent interviews, and standardized tools. In this case, the SLP added the Children’s Communication Checklist(CCC-2) to assess the child’s daily communication, supplementing the Revised Preschool Language Disorder Scale(PLS). Results showed no language development delays compared to peers, but significant pragmatic abnormalities were identified in coherence, stereotyped language, use of context, and interests.

Using the parent questionnaire, the SLP gained insights into the child’s pragmatic performance, reducing the assessment time by 20%. The SLP informed the parents about the pragmatic abnormalities and strategies for management. Afterward, the parents reported a clearer understanding of the child’s difficulties and felt better equipped to guide communication.

This study highlights the value of incorporating the CCC-2 into routine assessments as a means of improving early identification of pragmatic abnormalities in Mandarin-speaking preschool children with ASD and enhancing parents’ understanding of these issues.

Reference

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Maksimović, S., Marisavljević, M., Stanojević, N., Ćirović, M., Punišić, S., et al. (2023). Importance of early intervention in reducing autistic symptoms and speech-language deficits in children with autism spectrum disorder. Children, 10(1), 122. https://doi.org/10.3390/ children10010122