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Gender Differences in Pragmatic Communication in School-Aged Children with Autism Spectrum Disorder (ASD)

  • Olivia ConlonEmail author
  • Joanne Volden
  • Isabel M. Smith
  • Eric Duku
  • Lonnie Zwaigenbaum
  • Charlotte Waddell
  • Peter Szatmari
  • Pat Mirenda
  • Tracy Vaillancourt
  • Teresa Bennett
  • Stelios Georgiades
  • Mayada Elsabbagh
  • Wendy. J. Ungar
  • The Pathways in ASD Study Team
OriginalPaper

Abstract

Possible gender differences in manifestations of autism spectrum disorder (ASD) were examined using data on production of narratives. The Expression, Reception and Recall of Narrative Instrument (ERRNI; Bishop, Expression, Reception and Recall of Narrative Instrument, Harcourt assessment, London, 2004) was administered to a sample of matched 8-year-old intellectually able boys and girls with ASD (13M, 13F), who had been selected from a large, longitudinal study. In addition, transcripts of the narratives were analyzed in detail. Significant gender differences were found in narrative production. Girls included more salient story elements than boys. On detailed language analysis, girls were also shown to tell richer stories, including more descriptors of planning or intention. Overall, our findings suggest that subtle differences in social communication may exist between intellectually able boys and girls with ASD. If reliably identifiable in young children, such gender differences may contribute to differential diagnosis of ASD. In addition, such differences may pave the way for differential approaches to intervention when the target is effective communication in sophisticated discourse contexts.

Keywords

Pragmatics Gender Narrative Communication 

Notes

Acknowledgments

We are grateful to the parents and children who participate in the Pathways in ASD study, and to the current and past members of the study team. We are also grateful to our funders, the Canadian Institutes for Health Research, Kids Brain Health, Autism Speaks, the Sinneave Family Foundation, Alberta Innovates Health Solutions, The Mayberry Family Foundation, and The Government of British Columbia.

Author Contributions

OC and JV conceived of the study and its design, collected the data, performed the statistical analysis, participated in the design and interpretation of the data, and drafted the manuscript; IM-S contributed to the design of the study, participated in the design and interpretation of the data, and drafted the manuscript; and ED, LZ, CW, PS, PM, TV, TB, SG, ME, and WU participated in interpretation of the data, and critically reviewed and revised the manuscript. All authors read and approved the final manuscript.

Supplementary material

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Supplementary material 1 (DOCX 100 KB)
10803_2018_3873_MOESM2_ESM.docx (79 kb)
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Supplementary material 3 (DOCX 129 KB)

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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  • Olivia Conlon
    • 1
    • 11
    Email author
  • Joanne Volden
    • 1
  • Isabel M. Smith
    • 2
  • Eric Duku
    • 3
  • Lonnie Zwaigenbaum
    • 1
  • Charlotte Waddell
    • 4
  • Peter Szatmari
    • 5
  • Pat Mirenda
    • 6
  • Tracy Vaillancourt
    • 7
  • Teresa Bennett
    • 3
  • Stelios Georgiades
    • 3
  • Mayada Elsabbagh
    • 8
  • Wendy. J. Ungar
    • 9
    • 10
  • The Pathways in ASD Study Team
  1. 1.University of AlbertaEdmontonCanada
  2. 2.Dalhousie University/IWK Health CentreHalifaxCanada
  3. 3.McMaster UniversityHamiltonCanada
  4. 4.Simon Fraser UniversityBurnabyCanada
  5. 5.Centre for Addiction and Mental HealthUniversity of TorontoTorontoCanada
  6. 6.University of British ColumbiaVancouverCanada
  7. 7.University of OttawaOttawaCanada
  8. 8.McGill University/Montreal Children’s HospitalMontrealCanada
  9. 9.Child Health Evaluative SciencesThe Hospital for Sick Children Research InstituteTorontoCanada
  10. 10.Institute of Health Policy, Management and EvaluationUniversity of TorontoTorontoCanada
  11. 11.University of AlbertaEdmontonCanada

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