Chapter published in:
Developmental Profiles in Autism Spectrum Disorder: Theoretical and methodological implications
Silvia Silleresi
[Language Acquisition and Language Disorders 68] 2023
► pp. 14–82

Chapter 2
Structural language and Autism Spectrum Disorder

Article outline
  • 2.1Introduction
  • 2.2Heterogeneity of language abilities in ASD: How to disentangle it?
  • 2.3Pragmatics in ASD
    • To sum up
  • 2.4Structural language in ASD: Some methodological considerations
    • 2.4.1Terminology
  • 2.5Scoping review on structural language abilities in ASD
    • 2.5.1Search strategy, inclusion criteria and coding system
  • 2.6Structural language abilities in monolingual children on the autism spectrum
    • 2.6.1Articulation and phonology in children on the autism spectrum
      • 2.6.1.1Articulatory abilities in children on the autism spectrum
      • 2.6.1.2Phonological abilities in children on the autism spectrum
    • 2.6.2General conclusion on articulatory and phonological abilities in children on the autism spectrum
    • 2.6.3Morphosyntax in children on the autism spectrum
      • 2.6.3.1Morphosyntactic abilities in children without intellectual impairment on the autism spectrum
        • 2.6.3.1.1Studies comparing morphosyntactic abilities in autistic children without intellectual impairment and TD children
          • To sum up
        • 2.6.3.1.2Studies comparing morphosyntactic abilities in children with ASD-LI and children with DLD
        • 2.6.3.1.3Structural language in ASD: Is there an overlap with DLD?
        • 2.6.3.1.4Studies comparing morphosyntactic abilities in ASD-LI without intellectual impairment and children with DLD
          • To sum up
      • 2.6.3.2Morphosyntactic abilities in autistic children with intellectual impairment
        • 2.6.3.2.1Morphosyntactic abilities in autistic children with and without intellectual impairment
          • To sum up
        • 2.6.3.2.2Evaluation of morphosyntactic performance in studies including both autistic children with and without intellectual impairment and children with DLD
          • To sum up
    • 2.6.4General conclusions on morphosyntactic abilities in children on the autism spectrum
  • 2.7General conclusions on structural language abilities in monolingual children on the autism spectrum
    • Methodological tools used for evaluating structural language abilities [RQ1 and RQ3]
    • Profiles of language abilities in monolingual children [RQ2]
  • 2.8Structural language abilities in bilingual children on the autism spectrum
    • 2.8.1Introduction: What do we know about bilingualism in ASD
    • 2.8.2Morphosyntactic abilities in bilingual children on the autism spectrum
    • 2.8.3General conclusions on morphosyntactic abilities in bilingual children on the autism spectrum
    • 2.8.4The case of the Savant Christopher
  • 2.9General conclusions on structural language abilities in bilingual children on the autism spectrum
    • Methodological tools used for evaluating structural language abilities [RQ1 and RQ3]
    • Profiles of language abilities in monolingual children [RQ2]
  • Notes