Language acquisition is a crucial milestone in child development, and in children with Autism Spectrum Disorder (ASD), this ability can present specific challenges. The study by Silva et al. (2024) investigated the acquisition of mental terms in Portuguese children with ASD, seeking to identify factors that influence this process.
The study, which included the participation of 61 children with ASD and 30 children with typical development, used the MacArthur-Bates III Communicative Development Inventory (CDI-III) to evaluate the vocabulary of children, including terms related to mental processes and emotions. In addition, a sociodemographic questionnaire was applied to collect information about the children and their families.
The results revealed that children with ASD have a smaller vocabulary compared to children with typical development, especially in terms related to mental states and emotions. This difficulty in acquiring mental terms can impact social communication and understanding of emotions in children with ASD.
The research also investigated the influence of sociodemographic factors on language acquisition in children with ASD. Although some correlations have been found, such as the relationship between parental education and language development, the authors emphasize that these results do not establish a direct causal relationship.
The study by Silva et al. (2024) contributes to the understanding of language acquisition in children with ASD in Portugal, highlighting the importance of considering sociodemographic factors in this process. The results may help in the development of more effective interventions and therapies for children with ASD, aiming to improve their communication and social interaction skills.
Refereencia:
SILVA, Gizela et al. The acquisition of mental terms in children with autism spectrum disorder (ASD) Portugal. Virtual Journal of Scientific Development, v. 5, no. 1, pp. 38-71, 2024.
