Análisis de habilidades pragmáticas de niños con TEA y niños con TEA y TDAH

  1. Baixauli, Inmaculada
  2. Berenguer, Carmen
  3. Roselló, Belén
  4. Colomer, Carla
Journal:
European Journal of Child Development, Education and Psychopathology

ISSN: 2530-0776 2340-924X

Year of publication: 2018

Volume: 6

Issue: 1

Pages: 33-46

Type: Article

DOI: 10.30552/EJPAD.V6I1.60 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: European Journal of Child Development, Education and Psychopathology

Sustainable development goals

Abstract

Introducción. El Trastorno del Espectro Autista (TEA) presenta dificultades en la pragmática del lenguaje que repercuten negativamente en el ámbito social y adaptativo. Una de las cuestiones menos estudiadas es el papel que desempeñan los síntomas comórbidos del trastorno por déficit de atención con hiperactividad (TDAH) en las habilidades pragmáticas y discursivas de niños con TEA. El propósito de este estudio fue: (1) Analizar las similitudes y diferencias de las habilidades pragmáticas y de discurso narrativo mediante la comparación de niños con TEA, TEA+TDAH y desarrollo típico (DT). (2) Analizar la capacidad discriminante de las habilidades pragmáticas y de discurso narrativo en niños con TEA y TEA+TDAH. Método. Participaron un total de 89 niños entre 7 y 11 años de edad: 30 con un diagnóstico de TEA, 22 con un diagnóstico de TEA+TDAH y 37 con DT. Resultados. Los dos grupos con TEA fueron diferentes significativamente al grupo con DT en todas las escalas analizadas de la pragmática, tanto en las estimaciones realizadas por sus padres como en el análisis del discurso narrativo. Sin embargo, estos aspectos tuvieron escasa capacidad para discriminar los grupos TEA y TEA+TDAH. Conclusiones. La adición de sintomatología de TDAH no supuso una mayor afectación de las habilidades pragmáticas y narrativas en los participantes con TEA, a excepción de la comunicación no verbal, más alterada en el TEA.

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