Purpose The purpose of this study was to characterize social communication and structural language of school-age girls with high-functioning autism spectrum disorder (HF-ASD) compared to a matched group of girls who are typically developing (TD). Method Participants were 37 girls between 7;5 and 15;2 (years;months)-18 HF-ASD and 19 TD. Children completed the Test of Pragmatic Language-Second Edition (TOPL-2) and Clinical Evaluation of Language Fundamentals-Fifth Edition. Parents completed the Children's Communication Checklist-2 United States Edition (CCC-2) and Receptive and Expressive Communication subdomains of the Vineland Adaptive Behavior Scales-Second Edition. Results In the area of social communication, girls with HF-ASD earned significantly lower scores and were more often classified as having an impairment on the TOPL-2 and the CCC-2. However, 28% and 33% earned average scores on the TOPL-2 and the CCC-2, respectively. In the area of structural language, no significant differences were found between groups on Clinical Evaluation of Language Fundamentals-Fifth Edition indexes. In contrast, girls with HF-ASD earned significantly lower scores and were more often classified as having an impairment on the Vineland Adaptive Behavior Scales-Second Edition. Sixty-one percent and 83% scored below average on the Receptive and Expressive Communication subdomains, respectively. Conclusions It has been argued that girls with HF-ASD, when compared to boys with HF-ASD, may have advantages for social communication and structural language that mask their impairments. However, when compared to girls who are TD, girls with HF-ASD demonstrated impaired social communication and structural language. Clinicians should include and carefully examine multiple sources of information when assessing girls with HF-ASD.

中文翻译：

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高功能自闭症谱系障碍女孩的社交语言和结构语言。

目的这项研究的目的是描述与正常发育的配对女孩（TD）相比，患有高功能自闭症谱系障碍（HF-ASD）的学龄女孩的社交沟通和结构语言。方法参与者为37名7； 5至15； 2（年；月）-18 HF-ASD和19 TD的女孩。儿童完成了语用语言测试（第二版）（TOPL-2）和语言基础临床评估（第五版）。父母完成了《美国儿童适应性沟通量表第二版》的“儿童交流清单2美国版”（CCC-2）和“接受与表达交流”子域。结果在社会交往领域，患有HF-ASD的女孩的得分明显较低，并且经常被归类为对TOPL-2和CCC-2有损伤。但是，分别有28％和33％的人在TOPL-2和CCC-2上获得了平均分数。在结构语言方面，在语言基础临床评估（第五版）索引的各组之间没有发现显着差异。相比之下，患有HF-ASD的女孩得分明显较低，并且在《 Vineland适应行为量表第二版》中经常被归类为有障碍。接受和表达交流子域的得分分别为61％和83％。结论有人认为，与患有HF-ASD的男孩相比，患有HF-ASD的女孩可能在社交沟通和掩盖其障碍的结构性语言方面具有优势。但是，与TD的女孩相比，HF-ASD的女孩社交能力和结构语言受损。