Alterações pragmáticas em crianças com Transtorno Fonológico: uma revisão sistemática / Pragmatic disorders in children with Phonological Disorder: a systematic review / Alteraciones pragmáticas en niños con Trastorno Fonológico: una revisión sistemática

Introdução: A pragmática é definida como o uso social da linguagem e a fonologia diz respeito à organização fonêmica e silábica. No Transtorno Fonológico são observadas alterações nessa organização, sendo possível também afetar a pragmática. Objetivo: Compreender e demonstrar se há alterações pragmáticas em crianças com Transtorno Fonológico. Metodologia: A busca por estudos foi realizada utilizando as bases de dados eletrônicas: Embase, Google Scholar, Portal Biblioteca Virtual em Saúde (BVS) - (LILACS), PubMed, SciELO, Scopus, Web of Science, e Base de Dados de Teses e Dissertações. Foram utilizados os descritores: "child", "speech sound disorder", "language tests", "verbal behavior", "social communication disorder" e "observational studies as topic" e seus sinônimos. Os artigos selecionados atendiam aos seguintes critérios: amostra composta por crianças de 4 a 10 anos com Transtorno Fonológico e dentro do desenvolvimento padrão, apresentar avaliações da pragmática dessas crianças, e delineamento observacional. A análise dos artigos foi feita pela leitura na íntegra e os dados foram extraídos para a avaliação da qualidade metodológica e dos achados. Resultados: Foram encontrados seis artigos, sendo quatro nacionais e dois internacionais. Discussão: Cinco estudos demonstraram haver alterações pragmáticas em crianças com Transtorno Fonológico, enquanto um concluiu que não havia relação. Considerações finais: A presente revisão sistemática revelou que estudos evidenciam alterações pragmáticas em crianças com Transtorno Fonológico, especialmente acerca da inteligibilidade de fala e de como isso afeta as iniciativas de comunicação. Todavia, devido ao baixo número de estudos, são necessárias futuras pesquisas na temática para dados com evidências mais robustas. (AU)

Introduction: Pragmatics is defined as the social use of language while phonology looks to phonemic and syllabic organization. In the phonological disorder, problems are observed in this organization being possible to affect the pragmatics too. Objective: To understand and demonstrate if there are pragmatic alterations in children with Phonological Disorder. Methodology: The search for studies was carried out using electronic databases: Embase, Google Scholar, BVS - (LILACS), PubMed, SciELO, Scopus, Web of Science and The Theses and Dissertations Database. The descriptors used were: "child", "speech sound disorder", "language tests", "verbal behavior", "social communication disorder" and "observational studies as topic" and their synonyms. The selected articles met the following criteria: sample composed of children aged 4 to 10 with phonological disorder and within standard development, evaluations of the pragmatics of these children, and observational design. The articles were analyzed by reading them in their entirety and the data were extracted to evaluate the methodological quality and the findings. Results: Six articles were found, four national and two international. Discussion: Five studies showed that there were pragmatic alterations in children with phonological disorder and one concluded that there was no relationship. Final considerations: The present systematic review revealed that the studies show pragmatic alterations in children with phonological disorder, especially regarding the intelligibility of their speech and how this may affect communication initiatives. However, due to the low number of studies, there seems to be a need for future research relating the two subjects for such evidence to be more robust. (AU)

Introducción: La pragmática se define como el uso social del lenguaje y la fonología como la organización fonémica y silábica. En el Trastorno Fonológico, hay cambios en esta organización, y es posible afectar la pragmática. Objetivo: Comprender y demostrar si existen cambios pragmáticos en niños con Trastorno Fonológico. Metodología: Búsqueda de estudios realizados en bases de datos electrónicas: Embase, Google Scholar, Portal Biblioteca Virtual en Salud (BVS) - (LILACS), PubMed, SciELO, Scopus, Web of Science y Banco de Tesis y Disertaciones. Fueron utilizados los siguientes descriptores: "niño", "trastorno de los sonidos del habla", "pruebas de lenguaje", "conducta verbal", "trastorno de la comunicación social" y "estudios observacionales como tema" y sus sinónimos. Los artículos seleccionados cumplieron con los siguientes criterios: muestra compuesta por niños de 4 a 10 años con Trastorno Fonológico y dentro del desarrollo estándar, valoraciones de la pragmática de estos niños y diseño observacional. Los artículos fueron analizados mediante lectura comprensiva y se extrajeron datos para evaluar la calidad metodológica de los hallazgos. Resultados: Se encontraron seis artículos, cuatro nacionales y dos internacionales. Discusión: Cinco estudios mostraron cambios pragmáticos en niños con Trastorno Fonológico y uno concluyó que no había relación. Consideraciones finales: Esta revisión sistemática reveló que los estudios muestran alteraciones pragmáticas en niños con Trastorno Fonológico, especialmente en cuanto a la inteligibilidad de su habla y cómo esto puede afectar las iniciativas de comunicación. Sin embargo, debido al bajo número de estudios, se necesita más investigación sobre el tema para que la evidencia sea más sólida. (AU)

Fatores relacionados à funcionalidade da comunicação social em crianças com transtorno do espectro do autismo: estudo preliminar / Factors related to social communication functionality in children with autism spectrum disorder: a preliminary study

RESUMO Objetivo analisar a associação entre funcionalidade da comunicação social de crianças com transtorno do espectro do autismo (TEA) segundo aspectos sociodemográficos, atos comunicativos, gravidade do TEA e percepção da família. Métodos trata-se da etapa piloto de um estudo observacional analítico de recorte transversal. Crianças com TEA foram avaliadas e seus cuidadores foram entrevistados. As variáveis analisadas foram: gravidade do TEA, aspectos socioeconômicos, atos comunicativos, dificuldades comunicativas e a classificação de funcionalidade da comunicação social. Para as análises de associação foram utilizados os testes Qui-quadrado de Pearson e Kruskal-Wallis. Resultados foram avaliadas 16 crianças com idade entre 3 e 10 anos. Os participantes incluídos no estudo apresentaram níveis medianos de funcionalidade da comunicação social. As crianças com mais dificuldades na comunicação social foram as que os cuidadores afirmaram ter a impressão de que as pessoas zombavam delas. Não houve associação em relação à funcionalidade da comunicação e aspectos socioeconômicos, gravidade do TEA e atos comunicativos por minuto. Conclusão este estudo faz a triangulação entre a funcionalidade da comunicação de crianças com TEA com fatores ambientais e sociais. Crianças com TEA em atendimento ambulatorial em serviço especializado apresentaram níveis intermediários em comunicação social. As dificuldades na aceitação e inclusão social são mais observadas em crianças com TEA com maiores déficits de comunicação.

ABSTRACT Purpose to analyze the association between social communication functionality in children with Autism spectrum disorder (ASD) according to sociodemographic aspects, communicative acts, severity of ASD and family perception. Methods this is the pilot stage of a cross-sectional analytical observational study. Children with ASD were evaluated and their caregivers were interviewed. The variables analyzed were ASD severity, socioeconomic aspects, communicative acts, communicative difficulties and the classification of functionality of social communication. For association analyses, the Pearson and Kruskal-Wallis chi-square tests were used. Results Sixteen children aged between 3 and 10 years were evaluated. The participants included in the study presented median levels of social communication functionality. The children with the greatest social communication difficulties were the ones caregivers had the impression other people made fun of . There was no association regarding communication functionality and socioeconomic aspects, ASD severity and communicative acts per minute. Conclusion This study triangulates the communication functionality of children with ASD with environmental and social factors. Children with ASD in outpatient care at a specialized service showed intermediate levels of social communication. Difficulties in acceptance and social inclusion are more commonly observed in children with ASD with greater communication deficits.

Role of NALCN in hippocampal dentate gyrus in social behavior of mice / 中华麻醉学杂志

Objective:To evaluate the role of the sodium leak channel (NALCN) in the hippocampal dentate gyrus (DG) in the social behavior of mice.Methods:Thirty-nine male wild-type C57BL/6 mice, aged 6-8 weeks, weighing 18-22 g, were used in this study. Three mice were sacrificed to verify the expression and co-expression of NALCN with neuronal nuclear antigen (NeuN) in the hippocampal DG using the immunofluorescent staining. The remaining 36 mice were divided into 2 groups ( n=18 each) by the random number table method: control group (group C) and NALCN gene knockdown group (group KO). NALCN-shRNA virus was injected in group KO, and scrambled-shRNA virus was injected in group C. The three box social test and open field test were performed at 3 weeks after the virus injection. Mice were sacrificed under anesthesia after the behavioral test, hippocampal tissues were collected, and the injection location of the virus was verified with a fluorescence microscope, and the NALCN protein and mRNA expression in the hippocampal DG was detected by Western blot and real-time polymerase chain reaction, respectively. Results:NALCN and NeuN co-expressed a lot on the same neuron in the hippocampal DG of mice, indicating that NALCN was widely expressed on the neurons in the hippocampal DG. Compared with group C, the expression of NALCN and mRNA in the hippocampal DG was significantly down-regulated, and the social novelty preference disappeared ( P<0.05), and no significant change was found in the social ability and each parameter in the open field test in group KO ( P>0.05). Conclusions:NALCN in the hippocampal DG is involved in the regulation of social memory in mice, and the down-regulated expression of NALCN can lead to the loss of social novelty preference in mice.

Evolução linguística e cognitiva de crianças com transtorno de linguagem após intervenção com o uso do método PECS / Linguistic and cognitive evolution of children with language disorder after intervention using the PECS method / Evolución lingüística y cognitiva de niños con trastorno del lenguaje después de una intervención utilizando el método PECS

Introdução: Crianças com graves comprometimentos na comunicação podem se beneficiar da Comunicação Suplementar e Aumentativa para possibilitar a interação social e consequentemente o desenvolvimento cognitivo e linguístico. Objetivo: Comparar o desempenho linguístico e cognitivo de crianças com transtornos de linguagem pré e pós terapia utilizando como modelo de intervenção a comunicação por troca de figuras PECS. Método: Estudo retrospectivo, transversal híbrido por análise de prontuário de seis crianças com diagnóstico de grave transtorno de linguagem e idades entre quatro e nove anos. Todos os participantes foram atendidos semanalmente, por um período de quatro meses para implementação do protocolo PECS. Para avaliação foram utilizados o Protocolo de Observação Comportamental e o subitem avaliação da linguagem receptiva do Teste de Avaliação do Desenvolvimento da Linguagem. Resultados: Em relação às habilidades dialógicas quatro crianças apresentaram melhor desempenho após o uso do PECS, sendo que uma já se encontrava no nível máximo avaliado neste item, antes da intervenção. Houve melhora nas funções comunicativas e nos meios de comunicação em quatro crianças. Observou-se desenvolvimento do simbolismo e na imitação gestual em duas crianças e na imitação sonora em quatro crianças. Conclusão: Observa-se que uso da Comunicação Suplementar e Aumentativa por troca de figuras PECS, mesmo por um curto período, auxiliou no desenvolvimento de habilidades comunicativas, na capacidade de imitação gestual/sonora e na compreensão verbal. Intercorrências podem influenciar diretamente a evolução comunicativa dos pacientes, por exemplo, aderência familiar ao tratamento ou prejuízo cognitivo severo.

Introduction: Children with severe communication impairments can benefit from the use of Supplementary and Augmentative Communication to enable social interaction and, consequently, cognitive and linguistic development. Objective: Compare the linguistic and cognitive performance of children with severe language disorders before and after therapy using the Picture Exchange Communication System (PECS) as an intervention model. Method: Retrospective, hybrid cross-sectional study by analysis of medical records. Six children with a diagnosis of language disorder and aged between four and nine years were included. All participants were treated weekly for a period of four months to implement the PECS. For assessment, the Behavioral Observation Protocol and the subitem evaluation of the receptive language of the Language Development Assessment Test. Results: Regarding dialogic skills, four children performed better after using PECS, and one was already at the maximum level assessed in this item before the intervention. There was an improvement in communicative functions and means of communication in four children. The development of symbolism and gestural imitation was observed in two children and sound imitation in four children. Conclusion: It is observed that the use of Augmentative And Alternative Communication for the exchange of PECS figures, even for a short period, helped in the development of communicative skills, in the ability to imitate gestures/sounds, and in verbal comprehension. Intercurrences can influence the communicative evolution of patients, for example, family adherence to treatment or severe cognitive impairment.

Introducción: Niños con graves deficiencias comunicativas puede beneficiarse del uso de la Comunicación Complementaria y Aumentada para permitir la interacción social, en consecuencia, el desarrollo cognitivo y lingüístico. Objetivo: Comparar el rendimiento lingüístico y cognitivo de los niños con trastornos del lenguaje antes y después de la terapia utilizando la comunicación de intercambio de imágenes PECS como modelo de intervención. Método: Estudio retrospectivo, híbrido de sección transversal l por análisis de registros médicos de seis niños con diagnóstico de trastorno del lenguaje y edades entre cuatro y nueve años. Todos fueron tratados semanalmente, durante un período de cuatro meses, para implementar el protocolo PECS. Para la evaluación se utilizó el Protocolo de Observación del Comportamiento y el sub-ítem evaluación de lenguaje receptivo del Test de Evaluación del Desarrollo del Lenguaje. Resultados: En cuanto a las habilidades dialógicas, cuatro niños obtuvieron mejores resultados después de utilizar el PECS y uno ya se encontraba en el nivel máximo evaluado en este ítem, antes de la intervención. Hubo una mejora en las funciones comunicativas y los medios de comunicación en cuatro niños. Se observó el desarrollo del simbolismo y la imitación gestual en dos niños y en la imitación sonora en cuatro niños. Conclusión: Se observa que el uso de la Comunicación Suplementaria y Aumentativa mediante el intercambio de figuras PECS, incluso por un período corto, ayudó en el desarrollo de las habilidades comunicativas, en la capacidad de imitar gestos / sonidos y en la comprensión verbal. Las intercurrencias pueden influir directamente en la evolución comunicativa de los pacientes, por ejemplo, la adherencia familiar al tratamiento o el deterioro cognitivo severo.

Framework and Approach of Diagnosis and Rehabilitation Intervention for Children with Communication Disorders Using WHO Family International Classifications / 中国康复理论与实践

Results and Conclusion:The core diagnostical terms of communication disorder for children include Primary Pragmatic Language Impairment of Developmental Language Disorder, Communication, Communicating-Receiving, and Communicating-Production, etc. Communication disorder is a typical disorder of limited social interaction and a typical manifestation of developmental retardation for children, named Developmental Language Disorder Main Companion Pragmatic Language Impairment (6A01.22), subclass of Developmental Language Disorder (6A01). Communication disorders involve in speech-related body structures and functions, activity and participation, environmental factors and personal factors; such as communication (d3), including communicating-receiving (d310-d329), communicating-production (d330-d349), conversation and use of communication devices and techniques (d350-d369), and health-related behaviors. The structured framework of rehabilitation intervention involves in body function and structure, activity and participation, environmental factors and personal factors; includes assessment, training and treatment, educational counseling, and psychological and social support. Objective:To explore the definition and core terminology of communication disorders for children, establish the diagnostic criteria and functional assessment criteria of communication disorder, and develop a holistic rehabilitation solution for it based on International Classification of Diseases 11th Revision (ICD-11), International Classification of Functioning, Disability and Health (Children and Youth version) (ICF-CY) and International Classification of Health Interventions (ICHI). Methods:Core definition and terminology of communication disorder were analysed with ICD-11, American Speech-Language-Hearing Association (ASHA) and Diagnostic and Statistical Manual of Mental Disorders-V (DSM-V). The diagnostical criteria of communication disorders for children were analyzed using the ICD-11. The functioning diagnostical criteria of communication disorders for children were explored using ICF-CY. A holistic rehabilitation solution was developed based on ICF-CY and ICHI.

Issues related to language and social communication disorders in children with autism spectrum disorders / 中国实用儿科杂志

Social communication disorders and language disorders are commonly found in children with autism spectrum disorders,and it is also one of the indicators for assessing the severity of the syndrome. This study analyzed the characteristics of language difficulties and social communication disorders in children with ASD. Then,seven evidence-based treatment methods of language rehabilitation for children with ASD were introduced,including Comprehensive Behavioral Treatment for Young Children,Pivotal Response Treatment,Natural Teaching Strategies,Language Training(Production),Scripting,Story-based Interventions and Social Skills Package. The interventions recommended by American Speech-LanguageHearing Association(ASHA) were also introduced. It is of great significance to provide the early intervention of language disorders for children with ASD. Community-based and family-based intervention models should be promoted,and parent training should be actively carried out,so that children with ASD can obtain language rehabilitation during the critical period of language learning.

Attention-Deficit Hyperactivity Disorder (ADHD) and narrative discourse in older adults / Déficit de Atenção e Hiperatividade (TDAH) e discurso narrativo em idosos

ABSTRACT Attention-Deficit Hyperactivity Disorder (ADHD) encompasses other symptoms besides inattention, hyperactivity, and impulsivity, such as language problems. ADHD can have a non-remitting course and is also found in older individuals, although there are no studies on language problems in elderly individuals with the disorder. Objective: To investigate the presence of language impairment in older adults with ADHD. Methods: Language impairment was investigated in three older ADHD adults, and compared with two matched control subjects using a narrative discourse task. The transcript discourses were evaluated based on the Trabasso Model for discourse analysis, and then processed by the Speech Graph Analysis software. Results: Compared to control subjects, ADHD patient discourse had more Plot components and their networks exhibited more Edges. The patients had higher scores on the Narrative Inefficiency, Density and Diameter Indexes as well as on the Average Clustering Coefficient. The networks of control subjects were sequential, with little or no recursiveness, whereas those of ADHD subjects were convoluted. Conclusion: Our results suggest that language deficits described in children, adolescents and young adults with ADHD may persist in older adults with the disorder.

RESUMO O Transtorno do Déficit de Atenção/Hiperatividade (TDAH) compreende diversos outros sintomas além de desatenção, hiperatividade e impulsividade, tais como problemas de linguagem. O TDAH pode cursar sem remissão, tendo sido demonstrado em indivíduos mais velhos, porém não há estudos investigando a linguagem em idosos com o transtorno. Objetivo: Investigar a presença de déficits de linguagem em adultos mais velhos portadores de TDAH. Métodos: Avaliou-se a presença de comprometimento de linguagem em três adultos mais velhos com TDAH, que foram comparados a dois indivíduos controles pareados, através de tarefa de discurso narrativo. A transcrição das narrativas foi avaliada com base no modelo de análise de narrativa de Trabasso, e então analisada com uso do programa Speech Graph Analysis. Resultados: Comparados aos indivíduos controles, adultos mais velhos com TDAH utilizaram mais componentes (Núcleos) da história em suas narrativas e suas redes mais Arestas. Eles apresentaram escores mais altos no Índice de Ineficiência, Diâmetro e Densidade e também no Coeficiente Médio de Grupamento. As redes dos indivíduos controles foram lineares e sequenciais, com pouca ou nenhuma recursividade, ao contrário das redes de adultos com TDAH. Conclusão: Estes resultados sugerem que problemas de linguagem já descritos em crianças, adolescentes e adultos com TDAH, podem persistir em adultos mais velhos com o transtorno.

Trastorno de la comunicación social (pragmático) (TCS f80. 82) / Disorder of social communication (pragmatic) (TCS f80. 82)

Resumen Autores: Dra. Myriam M. Velarde IncháusteguI 1 Dr. Jorge A. Vattuone Echevarría 2 Dra.Myriam E. Gómez Velarde 3 99 La pragmática estudia el lenguaje en su relación con los usuarios y las circunstancias de la comunicación. Se hace un recuento histórico desde el Síndrome Semántico Pragmático de Rapin y Allen (1980), pasando por Bishop (2000), Trastorno Pragmático del Lenguaje (TPL), hasta el Manual Estadístico de Enfermedades Mentales, DSM-5, (2013) donde aparece una nueva categoría tipi cada como Trastorno de la Comunicación Social (Pragmático) TCS, incluida dentro de los Trastornos de la Comunicación. La DSM-5 da cuatro criterios diagnósticos para la TCS: A. Dificultades en el uso de la comunicación verbal y no verbal. B. Dificultades que causan limitaciones funcionales en la comunicación. C. Los síntomas se manifiestan en edades tempranas. D. No es atribuible a déficit sensorial, motor o neurológico. Se hace diagnóstico diferencial con otras entidades que tienen compromiso pragmático: el Trastorno por Déficit de Atención/Hiperactividad (TDAH) no muestra déficit en "relaciones sociales" ni en "comunicación no verbal". Con el Trastorno de Aprendizaje no verbal o Procedimental (TAP), el déficit pragmático es común en ambos grupos, pero en el TCS es más grave y "coherencia y comprensión" se ven más afectados. Con el Trastorno del Espectro Autista (TEA) la diferencia es que los autistas manifiestan intereses restringidos y conductas motoras estereotipadas. Se revisan las pruebas más comunes donde la prueba Children's Communication Checklist (CCC) de Bishop es una prueba útil para valorar la pragmática en los escolares, ya adaptada y validada al idioma español.

Abstract Pragmatics studies how language relates with its users and the circumstances of communication. This study is a historical account from the Pragmatic Semantic Syndrome of Rapin and Allen (1980), through Bishop (2000), Pragmatic Language Disorder (PLD), to the Statistical Manual of Mental Illnesses, DSM-5, (2013) where a new category appears and is categorized as Social (Pragmatic) Communication Disorder SCD and is included in Communication Disorders. The DSM-5 provides four diagnostic criteria for the SCD: A. Difficulties in the use of verbal and non-verbal communication. B. Difficulties that cause functional limitations in e ective communication. C. Symptoms shown at early age. D. Not attributable to sensory, motor or neurological deficit; illness, intellectual disability. Differential diagnosis with other entities that have pragmatic commitment, such as Attention Deficit Hyperactivity Disorder (ADHD), do not show a de cit in 'social relations' or in 'non-verbal communication' factors. With non-verbal or Procedural Learning Disorder (PLD), pragmatic deficit is common in both groups, but in SCD it is more severe and 'coherence and understanding' are more affected. The main difference with Autism Spectrum Disorder (ASD) is that autistic individuals exhibit restricted interests and stereotyped motor behaviors. Finally, the most common tests are reviewed where the Bishop's Children's Communication Checklist (CCC) is a useful test to evaluate pragmatics in schoolchildren, which is already adapted and validated in Spanish.

Application of Augmentative and Alternative Communication in Communication Training of Children with Autism (review) / 中国康复理论与实践

@#Communication disorders of children with autism need early intervention with various kinds of augmentative and alternative communication technology. Currently, the main intervention techniques include picture exchange communication system (PECS), speech generating device (SGD) and intelligent augmentative and alternative communication combined with mobile technology. This article intro-duced children with autism, augmentative and alternative communication system and relationship between them.

Clinical Implications of Social Communication Disorder

Social (pragmatic) communication disorder (SCD) is a new diagnosis included under communication disorders in the neurodevelopmental disorders section of Diagnostic and Statistical Manual of Mental Disorders-5. SCD is defined as a primary deficit in the social use of nonverbal and verbal communication. SCD has very much in common with pragmatic language impairment, which is characterized by difficulties in understanding and using language in context and following the social rules of language, despite relative strengths in word knowledge and grammar. SCD and Autism Spectrum Disorder (ASD) are similar in that they both involve deficits in social communication skills, however individuals with SCD do not demonstrate restricted interests, repetitive behaviors, insistence on sameness, or sensory abnormalities. It is essential to rule out a diagnosis of ASD by verifying the lack of these additional symptoms, current or past. The criteria for SCD are qualitatively different from those of ASD and are not equivalent to those of mild ASD. It is clinically important that SCD should be differentiated from high-functioning ASD (such as Asperger syndrome) and nonverbal learning disabilities. The ultimate goals are the refinement of the conceptualization, development and validation of assessment tools and interventions, and obtaining a comprehensive understanding of the shared and unique etiologic factors for SCD in relation to those of other neurodevelopmental disorders.

Improving Communication between Medical Workers and their Communicatively Impaired Patients / 中国康复理论与实践

Objective To improve communication between patients with communication disorders and their health care providers. Methods A communication training session and a communication toolkit for health care workers in long-term care facilities (L-TCFs) were used before. A control group and experimental group were used to assess the effectiveness of the communication training and a toolkit. Results and Conclusion There was little benefit to the training and toolkit. However, anecdotal observations showed there were some benefits, especially with the increased use of amplifiers for patients with hearing impairment. In addition, the L-TCF is inherent with structural obstacles to successful communication that need to be taken into account when interpreting the results. More research is needed in this area.

Comparisons of Temperamental and Sociodemographic Characteristics in Three Groups of Preschool Children with Delayed Language Development / 신경정신의학

OBJECTIVES: Temperamental and sociodemographic characteristics of developmentally delayed preschool children have not been adequately studied. This research compares temperamental and sociodemographic characteristics in 3 groups of preschool children: those with communication disorder (CD), those with mental retardation (MR), and those with pervasive developmental disorder (PDD). METHODS: One hundred ninety eight preschool children (160 males, 38 females, average age 37.8 months) with delayed language development were included in this study. Developmental status of children was assessed by Bayley scales of infant development II, and temperamental characteristics were assessed by PTQ (Parental Temperamental Questionnaire). Sociodemographic characteristics of children were assessed with a questionnaire developed by us. Subjects were divided into three groups according to Bayley scale and Childhood autism rating scale (CARS). RESULTS: CD groups showed higher scores on rhythmicity and persistence than MR and PDD groups. CD group showed lower scores on threshold of reaction than MR group. On intensity of reaction and quality of mood, CD group showed higher scores than the PDD group. Sociodemographic characteristics were not different among the 3 groups. CONCLUSION: There are differences in temperamental characteristics but not in sociodemographic characteristics among CD, MR, and PDD.