Geralyn R. Timler

Social knowledge in children with language impairments: Examination of strategies, predicted consequences, and goals in peer conflict situations

This study investigated social knowledge in school‐age children, aged 8–12 years, with and without language impairment (LI and TD groups). A hypothetical peer conflict task was administered to examine the relationship among prosocial responses and parent/teacher ratings of childrens social behaviours. Stimuli included 12 hypothetical peer conflict vignettes presented in an open‐ended and forced choice condition. The LI group generated (open‐ended) and selected (forced choice) fewer prosocial strategies. When asked to predict a friends reaction to a selected conflict resolution strategy, the LI group predicted fewer positive consequences; however, the proportion of prosocial strategies followed by prediction of a positive peer consequence was similar across groups. Both groups identified more self‐interest than relationship goals as the rationale for selected strategies. In the LI group, teacher ratings of childrens social skills and problems in peer provocation situations were associated with selection of prosocial strategies. Implications for clinical service providers are discussed.

Narrative organization skills in children with attention deficit hyperactivity disorder and language impairment: Application of the causal network model

Studies suggest that the oral narratives of children with attention deficit hyperactivity disorder (ADHD) are less organized than those of typically developing peers. Many studies, however, do not account for childrens language abilities. Because language impairment (LI) is a frequent comorbid condition in children with ADHD, this exploratory study investigated language abilities and narrative organization skills in children with and without ADHD. Narratives were elicited using the picture‐sequence task and the single‐picture task from the Test of Narrative Language (Gillam & Pearson, ). The causal network model (Trabasso, Van den Broek, & Suh, ) was applied to analyse the narratives. Specifically, narratives were examined to identify complete and incomplete superordinate and subordinate Goal‐Attempt‐Outcome (GAO) units. The results revealed no differences among the groups in the picture‐sequence task. Children with ADHD+LI produced significantly fewer complete superordinate GAO units than typical children in the single‐picture task. Theoretical and clinical implications are discussed.

The influence of scale structure and sex on parental reports of children’s social (pragmatic) communication symptoms

ABSTRACT The addition of social (pragmatic) communication disorder [S(P)CD] to the DSM-5 taxonomy has left clinicians and researchers searching for appropriate diagnostic measures. Factor analysis procedures examined the extent to which S(P)CD symptoms presented within the Children’s Communication Checklist-Second Edition (CCC-2) represented a unique construct and whether these factors were influenced by children’s sex. Parents of 208 children (males = 125 and females = 83) from a community-based sample completed the CCC-2. Two pragmatic scores from the CCC-2 were analysed as follows: the social interaction difference index (SIDI) and a pragmatic composite from the original CCC (PC-5). Factor analysis failed to find a unique factor structure for either pragmatic composite. Analyses uncovered different factor structures for the CCC-2 SIDI and PC-5 composites and for boys and girls. S(P)CD represents a complex combination of symptoms that are poorly differentiated from other language and socioemotional behavioural difficulties.

Let's Talk: Review of Conversation Intervention Approaches for School-Aged Children and Adolescents with Autism Spectrum Disorder

Conversation skills are an important intervention focus for verbally fluent school-aged children and adolescents with autism spectrum disorder (ASD). Three sets of approaches for supporting conversation skills are reviewed. Pragmatic language approaches focus on teaching the verbal and nonverbal skills needed to initiate and maintain conversations including strategies for recognizing and repairing communication breakdowns. Social skill approaches focus on similar conversation behaviors, but these behaviors are usually taught for use within specific social tasks such as entering peer groups, maintaining interactions, and resolving conflicts. Peer-focused approaches enlist the support of peers through direct teaching of strategies to engage and maintain conversations with students with ASD (i.e., peer-mediated interventions) or through environmental arrangement strategies to promote interactions between students with and without ASD (i.e., peer networks). Conversation interventions that incorporate strategies from all three sets of approaches are most likely to promote optimal outcomes. These outcomes include opportunities for students with ASD to develop and refine conversation skills with classmates who are more open to interactions with peers of differing abilities.

Developmental influence of unconjugated hyperbilirubinemia and neurobehavioral disorders

Bilirubin-induced brain injury in the neonatal period has detrimental effects on neurodevelopment that persist into childhood and adulthood, contributing to childhood developmental disorders. Unconjugated bilirubin is a potent antioxidant that may be useful for protecting against oxidative injuries, but it becomes a potent neurotoxin once it crosses the blood brain barrier. Because bilirubin toxicity involves a myriad of pathological mechanisms, can damage most types of brain cells, and affects brain circuits or loops that influence cognition, learning, behavior, sensory, and language, the clinical effects of bilirubin-induced neurotoxicity are likely to be manifold. One possible effect that several experts have identified is bilirubin-induced neurological dysfunction (subtle kernicterus). However, the underlying biological mechanisms or pathways by which subtle kernicterus could lead to developmental disorders has not been elucidated previously. Our aim in this review is to describe a spectrum of developmental disorders that may reflect subtle kernicterus and outline plausible biological mechanisms for this possible association. We review existing evidence that support or refute the association between unconjugated hyperbilirubinemia and developmental disorders, and limitations associated with these studies.

Interventions to Support Social Communication Skills

Social communication skills include the words and actions individuals use during social interactions. Evidence-based intervention programs and strategies to support the development of effective social communication skills are reviewed.