The influence of child-based factors and parental inputs on expressive language abilities in children with autism spectrum disorder

Autism ◽  
2021 ◽  
pp. 136236132110545
Author(s):  
Xue-Ke Song ◽  
Wing-Chee So
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Skills ◽  
Expressive Language ◽  
Autism Spectrum ◽  
Language Ability ◽  
Spectrum Disorder ◽  
Language Outcomes ◽  
Autistic Children ◽  
Language Abilities ◽  
Autism Traits

Studies of language development in children with autism spectrum disorder (ASD) have been primarily focused on the influence of child-based factors such as autism traits, IQ, and initial language skills. Yet the findings of these studies are inconclusive. There has, moreover, been little research compared the relative influences of child-based factors with environmental factors, (e.g. parental inputs). The current study attempts to fill this research gap by examining a range of both child-based factors and parental inputs. We measured the structural language abilities manifested in parent-child interactions over four time points across nine months in 42 Chinese-speaking autistic children ( M = 57.42 months, SD = 11.39). Our results showed that children’s mean length of utterance (MLU), word types, and word tokens grew rapidly, but their development trajectories varied. Initial expressive language ability was a significant predictor of children’s language outcomes, while nonverbal IQ and autism traits did not relate to children’s language abilities when controlling for initial expressive language ability. Parents’ MLU, word tokens, and word types did not associate with children’s structural language abilities. The findings shed lights on the importance of one of the child-based factors in particular, that is, initial expressive language skills, in the language development of autistic children. Lay abstract Language impairment is one of the early signs of Autism Spectrum Disorder (ASD) that alerts parents to take their children for early diagnosis and intervention. Little is known about how children’s autism traits, IQ, initial language abilities and parental inputs influence their language abilities. In addition, only a few studies have compared the relative influence of these factors. The present study addressed these issues by examining the structural language in parent-child spontaneous interactions. Forty-two Cantonese (Chinese)-speaking autistic children aged four to eight were recruited. Their expressive language skills grew rapidly more than 9 months, but their development trajectories varied. Initial expressive language ability is the only significant predictor of child language outcomes and language growth trajectories. In contrast, nonverbal cognition, autism traits, and parents’ input do not affect language outcomes in children with ASD. Therefore, early language intervention is crucial for autistic children at all severity and IQ levels.

Meta-analysis of receptive and expressive language skills in autism spectrum disorder

2015 ◽  
Vol 9 ◽  
pp. 202-222 ◽  
Author(s):  
Elaine Y.L. Kwok ◽  
Heather M. Brown ◽  
Rachael E. Smyth ◽  
Janis Oram Cardy
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Skills ◽  
Expressive Language ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder

Linking Infant-Directed Speech and Face Preferences to Language Outcomes in Infants at Risk for Autism Spectrum Disorder

2013 ◽  
Vol 56 (2) ◽  
pp. 567-576 ◽  
Author(s):  
Danielle Droucker ◽  
Suzanne Curtin ◽  
Athena Vouloumanos
Keyword(s):  
Autism Spectrum Disorder ◽  
Group Membership ◽  
Risk Group ◽  
Expressive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Infant Siblings ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Language Outcomes

Purpose In this study, the authors aimed to examine whether biases for infant-directed (ID) speech and faces differ between infant siblings of children with autism spectrum disorder (ASD) (SIBS-A) and infant siblings of typically developing children (SIBS-TD), and whether speech and face biases predict language outcomes and risk group membership. Method Thirty-six infants were tested at ages 6, 8, 12, and 18 months. Infants heard 2 ID and 2 adult-directed (AD) speech passages paired with either a checkerboard or a face. The authors assessed expressive language at 12 and 18 months and general functioning at 12 months using the Mullen Scales of Early Learning (Mullen, 1995). Results Both infant groups preferred ID to AD speech and preferred faces to checkerboards. SIBS-TD demonstrated higher expressive language at 18 months than did SIBS-A, a finding that correlated with preferences for ID speech at 12 months. Although both groups looked longer to face stimuli than to the checkerboard, the magnitude of the preference was smaller in SIBS-A and predicted expressive vocabulary at 18 months in this group. Infants' preference for faces contributed to risk-group membership in a logistic regression analysis. Conclusion Infants at heightened risk of ASD differ from typically developing infants in their preferences for ID speech and faces, which may underlie deficits in later language development and social communication.

Effects of a Decoding Program on a Child with Autism Spectrum Disorder

2006 ◽  
Vol 30 (2) ◽  
pp. 126-144 ◽  
Author(s):  
Josephine Infantino ◽  
Kerry Hempenstall
Keyword(s):  
Autism Spectrum Disorder ◽  
High Functioning Autism ◽  
Language Skills ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Language Outcomes ◽  
Decoding Skills ◽  
Phonological Skills ◽  
Double Deficit

AbstractThis case study examined the effects of a parent-presented Direct Instruction decoding program on the reading and language skills of a child with high functioning Autism Spectrum Disorder. Following the 23 hour intervention, reading comprehension, listening comprehension and fluency skills improved to grade level, whilst statistically significant improvements were also noted in receptive language skills. There were no significant changes in phonological and decoding skills for which various possibilities are explored, including the student’s prior double deficit in phonological skills. The findings are consistent with research suggesting that increased intervention intensity, along with greater emphasis on phonological skills may be necessary to advance the decoding skills of children displaying a double deficit. The reading and language outcomes were sufficiently promising to warrant further studies employing methodologically sound group designs with this population.

scholarly journals Cognitive Skills of Young Children with and without Autism Spectrum Disorder Using the BSID-III

2011 ◽  
Vol 2011 ◽  
pp. 1-7 ◽  
Author(s):  
Carolyn Long ◽  
Matthew J. Gurka ◽  
James Blackman
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Cognitive Skills ◽  
Infant Development ◽  
Language Skills ◽  
Retrospective Chart Review ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Language Outcomes ◽  
Children With Asd

Objective. The purpose of the study was to compare the cognitive skills of young children diagnosed with autism spectrum disorder (ASD) to same-aged peers referred for possible developmental delays or behavioral concerns using theBayley Scales of Infant Development-Third Edition.Method. A retrospective chart review was conducted of 147 children ages 16 to 38 months who were referred to a diagnostic clinic for developmental evaluation. Children with ASD were compared to those without ASD with respect to cognition and language outcomes, both overall and by age.Results. While language skills in children with ASD were more significantly delayed than language skills in children without ASD, there was less discrepancy in the cognitive skills of children with and without ASD.Conclusion. Formal cognitive assessment of children with ASD can provide guidance for developmental expectations and educational programming. Cognitive skills of children with ASD may be underappreciated.

Relationship between Motor Skills and Language Abilities in Children with Autism Spectrum Disorder

2021 ◽  
Author(s):  
Yen-Tzu Wu ◽  
Chih-Hsuan Tsao ◽  
Hsiao-Ching Huang ◽  
Tian-Ai Yang ◽  
Yao-Jen Li
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Skills ◽  
Expressive Language ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Language Abilities ◽  
Motor Functioning ◽  
Peabody Developmental Motor Scales ◽  
The Relationship

Abstract Objectives Few studies have examined the relationship between language abilities and specific motor skills in toddlers with autism spectrum disorder (ASD). The aim of this study was to compare the relationship of receptive language (RL) and expressive language (EL) abilities with motor functioning between toddlers with ASD aged 24–36 months and their typically developing (TD) peers. Furthermore, the study compared multidimensional motor functioning between toddlers with ASD with delayed RL and EL development and toddlers with ASD and typical RL and EL development. The predictive powers of the motor skills were examined for the group with delayed RL and EL development. Methods The language abilities of 38 toddlers with ASD and 38 age-matched TD toddlers were evaluated using the Receptive and Expressive Language Subscales of the Mullen Scale of Early Learning, and their motor skills were assessed using the Peabody Developmental Motor Scales, 2nd Edition. Results Significant correlations between language ability and motor functioning were observed in the ASD and TD groups. The ASD group with delayed RL and EL development had lower scores for multidimensional motor functioning than the ASD group with typical RL and EL development and the TD group. Moreover, the risks of delayed EL and RL development could be predicted by the lower motor scores among toddlers with ASD. Conclusions The positive correlation between language abilities and motor functioning among toddlers with ASD indicated potential connections between the early onsets of motor and speech–language impairments among these toddlers. Impact The results may have implications for the development of motor-based interventions targeting language development among young children with ASD.

Development of Neural Structure and Function in Autism Spectrum Disorder: Potential Implications for Learning Language

2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Diffusion Tensor ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Neural Structure ◽  
Complex Information ◽  
And Function

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.

Sign in / Sign up

Export Citation Format

Share Document