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Volume 26, Issue 3 (Autumn 2024)
Advances in Cognitive Sciences 2024, 26(3): 102-116 |
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Ethics code: IR.IUMS.REC.1398.416
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Zandiehrad S, Raghibdoust S, Joghataei M T, Golfam A. Study of lexical-semantic skills of Persian-speaking adults with autism spectrum disorder based on the Persian version of Montreal Protocol for the evaluation of communication. Advances in Cognitive Sciences 2024; 26 (3) :102-116
URL: http://icssjournal.ir/article-1-1733-en.html
URL: http://icssjournal.ir/article-1-1733-en.html
1- PhD Candidate in Linguistics, Science and Research University, Tehran, Iran
2- Department of General Linguistics, Allameh Tabataba'i University, Tehran, Iran
3- Department of Anatomy, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
4- Department of Linguistics, Tarbiat Modares University, Tehran, Iran
2- Department of General Linguistics, Allameh Tabataba'i University, Tehran, Iran
3- Department of Anatomy, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
4- Department of Linguistics, Tarbiat Modares University, Tehran, Iran
Abstract: (641 Views)
Introduction
Studies of Autism Spectrum Disorder (ASD), a condition marked by deficits in social interaction, communication, and repetitive behaviors, highlight the intricate relationship between language and the brain. First described by Leo Kanner and Hans Asperger, ASD encompasses a spectrum of abilities, ranging from individuals with severe cognitive impairments to those with high intelligence but persistent social and communication challenges. Language development varies widely, with some individuals remaining nonverbal while others face subtle linguistic difficulties.
Autism prevalence has increased significantly, with recent estimates indicating rates of 1 in 36 children, disproportionately affecting boys. Language deficits in ASD span pragmatic, lexical-semantic, prosodic, and discourse abilities. For linguistic assessments, protocols like the P.M.E.C. evaluate these skills, aiding in diagnosis and intervention strategies. Studies show individuals with ASD exhibit delays in language acquisition, reduced vocabulary, and difficulties in understanding idiomatic expressions, Gricean principles, and word-sentence coherence.
Comparative studies reveal that linguistic challenges in ASD are consistent across languages and populations. Research highlights atypical semantic networks, local processing bias, and challenges in semantic clustering, particularly in abstract categories like fruits. Despite these challenges, visual aids, imitation, and repetition can support language learning in individuals with ASD.
Assessment using P.M.E.C. has extended beyond ASD to include individuals with brain damage, showing varying impacts of right and left hemisphere damage on linguistic abilities. Insights from such studies inform interventions tailored to improve the language and cognitive abilities of individuals with ASD.
Methods
Participants
This quantitative study employed an experimental design to assess language disorders in Persian-speaking adults with autism. In 2021, participants were recruited purposefully from speech therapy centers, the Tehran Autism Society, exceptional education centers, and the Tehran Welfare Organization, Iran. These centers provided access to individuals diagnosed with autism during childhood or adolescence, aged 25 to 44. After initial screening and applying inclusion and exclusion criteria, 13 adults with autism were selected.
Inclusion Criteria:
To ensure valid comparisons, a control group of 26 individuals without brain injury was matched with the autism group based on age, gender, city of residence, native language, and educational background (Table 1).
Table 1. The demographics of the autism group are summarized below
This study’s carefully selected sample and matched control group ensure a robust comparison of language abilities in individuals with autism.
Tools
The Montreal Protocol for the P.M.E.C.
The P.M.E.C., designed in 2004 by Joanette et al. (12), is a comprehensive tool for assessing communication skills, particularly in individuals with right hemisphere damage. It evaluates four key linguistic abilities: Discursive, pragmatic, lexical-semantic, and prosodic skills. The protocol comprises 14 tasks and has been standardized in multiple languages, including Persian, as of 2023. This study focused on four specific subtests of the P.M.E.C. to assess lexical-semantic skills in Persian-speaking adults with autism:
Participants were recruited through relevant organizations, and clinical specialists confirmed their autism diagnosis. Following consent, the P.M.E.C subtests were administered in workplaces or homes, using a SONY Stereo IC Recorder to ensure accurate data collection. Each session lasted approximately 20 minutes.
Results
Table 2. Results of comparing the two groups using the paired t-test (parametric test) showed significant differences between the autism group and controls across all subtests, highlighting impairments in lexical-semantic skills among individuals with autism:
Table 2. Results of comparing the two groups using the paired t-test (parametric test)
Conclusion
This study highlights the importance of addressing lexical-semantic skill deficits in autistic Persian-speaking adults. The findings underscore the need for tailored rehabilitation programs and provide valuable insights for academic, clinical, and research applications.
Ethical Considerations
Compliance with ethical guidelines
The research plan was approved by the Ethics Committee of the Iran University of Medical Sciences (approved number: IR.IUMS.REC.1398.416). Individuals with autism participated in the study after obtaining informed consent. The research objectives were explained, their identity information remained confidential, and they had the right to withdraw at any study stage.
Authors’ contributions
Topic selection, conceptualization, research design, and resource collection: Shahed Zandiehrad and Shahla Raghibdoust. Implementation, writing, and draft preparation: Shahed Zandiehrad. Data analysis and processing: Shahed Zandiehrad and Shahla Raghibdoust. Review and editing: Mohammad Taghi Joghatai and Arsalan Golfam. All authors reviewed and approved the final version of the article.
Funding
No financial support was received from any institution or organization for this research.
Acknowledgments
This research is extracted from the first author’s doctoral dissertation at the Islamic Azad University, Science and Research Branch, Tehran. We sincerely appreciate all those who assisted the authors in conducting this study.
Conflict of interest
The authors declared no conflict of interest.
Studies of Autism Spectrum Disorder (ASD), a condition marked by deficits in social interaction, communication, and repetitive behaviors, highlight the intricate relationship between language and the brain. First described by Leo Kanner and Hans Asperger, ASD encompasses a spectrum of abilities, ranging from individuals with severe cognitive impairments to those with high intelligence but persistent social and communication challenges. Language development varies widely, with some individuals remaining nonverbal while others face subtle linguistic difficulties.
Autism prevalence has increased significantly, with recent estimates indicating rates of 1 in 36 children, disproportionately affecting boys. Language deficits in ASD span pragmatic, lexical-semantic, prosodic, and discourse abilities. For linguistic assessments, protocols like the P.M.E.C. evaluate these skills, aiding in diagnosis and intervention strategies. Studies show individuals with ASD exhibit delays in language acquisition, reduced vocabulary, and difficulties in understanding idiomatic expressions, Gricean principles, and word-sentence coherence.
Comparative studies reveal that linguistic challenges in ASD are consistent across languages and populations. Research highlights atypical semantic networks, local processing bias, and challenges in semantic clustering, particularly in abstract categories like fruits. Despite these challenges, visual aids, imitation, and repetition can support language learning in individuals with ASD.
Assessment using P.M.E.C. has extended beyond ASD to include individuals with brain damage, showing varying impacts of right and left hemisphere damage on linguistic abilities. Insights from such studies inform interventions tailored to improve the language and cognitive abilities of individuals with ASD.
Methods
Participants
This quantitative study employed an experimental design to assess language disorders in Persian-speaking adults with autism. In 2021, participants were recruited purposefully from speech therapy centers, the Tehran Autism Society, exceptional education centers, and the Tehran Welfare Organization, Iran. These centers provided access to individuals diagnosed with autism during childhood or adolescence, aged 25 to 44. After initial screening and applying inclusion and exclusion criteria, 13 adults with autism were selected.
Inclusion Criteria:
- Native Persian speakers aged 25-44 years.
- Autism diagnosis confirmed through clinical records.
- History of psychiatric or neurological disorders other than autism.
- Alcoholism or uncorrected hearing/vision impairments.
- Left hemisphere brain damage.
- Previous participation in speech therapy sessions.
To ensure valid comparisons, a control group of 26 individuals without brain injury was matched with the autism group based on age, gender, city of residence, native language, and educational background (Table 1).
Table 1. The demographics of the autism group are summarized below
| Row | Age | Education | Occupation | Age at Diagnosis |
| 1 | 31 | 9th Grade | Café Worker | 5 years old |
| 2 | 41 | 9th Grade | Restaurant Delivery | 3 years old |
| 3 | 32 | Technical Diploma | Copy Machine Technician | 4 years old |
| 4 | 26 | 4th Grade | Carpenter's Apprentice | 5 years old |
| 5 | 32 | 9th Grade | Janitor | 3 years old |
| 6 | 36 | 9th Grade | Pet Trainer | 6 years old |
| 7 | 30 | Master’s Degree | Private Company Engineer | 7 years old |
| 8 | 29 | 7th Grade | Building Painter | 6 years old |
| 9 | 26 | 10th Grade | Café Worker | 3 years old |
| 10 | 41 | Bachelor’s Degree | Art Teacher | 5.2 years old |
| 11 | 39 | 7th Grade | Restaurant Kitchen Worker | 4 years old |
| 12 | 27 | Master’s Degree | Librarian | 3 years old |
| 13 | 37 | 5th Grade | Construction Worker | 5 years old |
Tools
The Montreal Protocol for the P.M.E.C.
The P.M.E.C., designed in 2004 by Joanette et al. (12), is a comprehensive tool for assessing communication skills, particularly in individuals with right hemisphere damage. It evaluates four key linguistic abilities: Discursive, pragmatic, lexical-semantic, and prosodic skills. The protocol comprises 14 tasks and has been standardized in multiple languages, including Persian, as of 2023. This study focused on four specific subtests of the P.M.E.C. to assess lexical-semantic skills in Persian-speaking adults with autism:
- Verbal Fluency (Free)
- Verbal Fluency (Orthographic: b)
- Verbal Fluency (Semantic: Clothes)
- Semantic Judgment
- Verbal Fluency (Free): Evaluates general lexical-semantic memory access by asking participants to generate as many words as possible in 150 seconds without constraints.
- Verbal Fluency (Orthographic: b): Assesses phonemic word retrieval within 120 seconds, requiring words starting with the letter "B."
- Verbal Fluency (Semantic: Clothes): Tests word retrieval based on the semantic clothing category within 120 seconds.
- Semantic Judgment: Examines the ability to recognize and explain semantic relationships between word pairs.
Participants were recruited through relevant organizations, and clinical specialists confirmed their autism diagnosis. Following consent, the P.M.E.C subtests were administered in workplaces or homes, using a SONY Stereo IC Recorder to ensure accurate data collection. Each session lasted approximately 20 minutes.
Results
Table 2. Results of comparing the two groups using the paired t-test (parametric test) showed significant differences between the autism group and controls across all subtests, highlighting impairments in lexical-semantic skills among individuals with autism:
Table 2. Results of comparing the two groups using the paired t-test (parametric test)
| Subtest | P-value |
| Verbal Fluency (Free) | 0.003 |
| Verbal Fluency (Orthographic: b) | 0.004 |
| Verbal Fluency (Semantic: Clothes) | 0.000 |
| Semantic Judgment | 0.014 |
- Impaired Communication Skills in Autism
- Relatively Better Performance in Phonemic Tasks
Participants performed better in the Verbal fluency (Orthographic: b) task (0% impairment), likely due to the reliance on formal phonemic cues rather than semantic retrieval. - Comparative Findings with Prior Research
- Similar deficits in vocabulary and comprehension have been noted in adults with high-functioning autism and Asperger’s syndrome (23).
- Differences in performance across semantic categories (e.g., animals vs. clothing) align with findings by Foldager et al. (2023), emphasizing variability in task-specific experiences (30).
- Theoretical and Clinical Implications
Conclusion
This study highlights the importance of addressing lexical-semantic skill deficits in autistic Persian-speaking adults. The findings underscore the need for tailored rehabilitation programs and provide valuable insights for academic, clinical, and research applications.
Ethical Considerations
Compliance with ethical guidelines
The research plan was approved by the Ethics Committee of the Iran University of Medical Sciences (approved number: IR.IUMS.REC.1398.416). Individuals with autism participated in the study after obtaining informed consent. The research objectives were explained, their identity information remained confidential, and they had the right to withdraw at any study stage.
Authors’ contributions
Topic selection, conceptualization, research design, and resource collection: Shahed Zandiehrad and Shahla Raghibdoust. Implementation, writing, and draft preparation: Shahed Zandiehrad. Data analysis and processing: Shahed Zandiehrad and Shahla Raghibdoust. Review and editing: Mohammad Taghi Joghatai and Arsalan Golfam. All authors reviewed and approved the final version of the article.
Funding
No financial support was received from any institution or organization for this research.
Acknowledgments
This research is extracted from the first author’s doctoral dissertation at the Islamic Azad University, Science and Research Branch, Tehran. We sincerely appreciate all those who assisted the authors in conducting this study.
Conflict of interest
The authors declared no conflict of interest.
Keywords: Autism spectrum disorder, P.M.E.C. protocol, Lexical-semantic skills, Verbal fluency, Semantic judgment
Type of Study: case report |
Received: 2024/11/20 | Accepted: 2024/12/29 | Published: 2025/01/16
Received: 2024/11/20 | Accepted: 2024/12/29 | Published: 2025/01/16
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