Uneven Expressive Language Development in Mandarin-Exposed Preschool Children with ASD: Comparing Vocabulary, Grammar, and the Decontextualized Use of Language via the PCDI-Toddler Form

The Comprehension of Grammatical Structures in a Pediatric Population with ASD and Epilepsy: A Comparative Study

Autism Spectrum Disorder (ASD) and epilepsy represent a comorbidity that negatively influences the proper development of linguistic competencies, particularly in receptive language, in the pediatric population. This group displays impairments in the auditory comprehension of both simple and complex grammatical structures, significantly limiting their performance in language-related activities, hampering their integration into social contexts, and affecting their quality of life. The main objective of this study was to assess auditory comprehension of grammatical structures in individuals with ASD and epilepsy and compare the results among the three groups. A non-experimental cross-sectional study was designed, including a total of 170 participants aged between 7 and 9 years, divided into three groups: a group with ASD, a group with epilepsy, and a comorbid group with both ASD and epilepsy (ASDEP). The comprehension of grammatical structures was assessed using the CEG and CELF-5 instruments. Statistical analyses included MANOVA and ANOVA to compare scores between groups to verify associations between study variables. The results indicate that the group with ASD and epilepsy performed worse compared to the ASD and epilepsy-only groups, respectively. Additionally, a significant and directly proportional association was observed among all variables within the measures of grammatical structure comprehension. The neurological damage caused by epilepsy in the pediatric population with ASD leads to difficulties in understanding oral language. This level of functioning significantly limits the linguistic performance of these children, negatively impacting their quality of life and the development of core language skills.

The Association Between Mother's Descriptive Language and Children with Autism's Conversational Repair: A Moderated Mediation Analysis

This study tested the role of children with autism spectrum disorder (ASD)'s conversational expansion in mediating between mothers' descriptive language and children with ASD's conversational repair, and whether this mediation was moderated by the relative complexity of mother-child language. Videos of forty children with ASD engaging in various activities with their mothers were transcribed into language samples and then coded. Mediation analyses indicated that conversational expansion mediated the association between descriptive language and conversational repair. Moderated mediation analysis further indicated that the relative complexity of mother-child language moderated the relationship between descriptive language and conversational expansion, creating a conditional indirect effect. Although preliminary, the results of this study provide parents and practitioners with a new idea of language intervention strategies.

The Effect of Using an Arabic Assistive Application on Improving the Ability of Children with Autism Spectrum Disorder to Comprehend and Answer Content Questions

Numerous studies suggest that children with Autism Spectrum Disorder (ASD) encounter language problems related to syntax. In particular, these children face difficulties in comprehending and answering complex language structures in Arabic.This paper examines whether a prototype Arabic assistive application can have an impact on the ability of children with ASD to comprehend and answer content questions and on their communicative skills. Via two questionnaires targeting 57 caregivers and ASD specialists in Jordan and a focus-group discussion with three teachers working in three autism centers in Jordan, a prototype assistive application named Aseel was created. To test the effect of using this app on enhancing ASD children's ability to comprehend and answer Arabic questions, a sample consisting of two groups of children: 20 verbal and 5 nonverbal children with ASD enrolled in three autism centers in Amman, Jordan was recruited. A pre-test containing 55 content questions was designed and tested on the two groups. Then, a treatment for three weeks took place in which the teachers trained the children on answering these questions using the app. A post-test was conducted after a three-day break to test whether the app affected the ability of verbal and nonverbal children with ASD to comprehend and answer the questions accurately. The data analysis revealed that the differences between the answers of the two groups in the pre- and post-tests were statistically significant. This suggests that this technology has the potential to aid both verbal and nonverbal children with ASD in effectively learning complex Arabic content questions. This assistive application enhances collaboration between teacher and children with ASD, visual-spatial thinking and communication with others. Another advantage of this app is increasing ASD children's vocabulary repertoire. Preliminary results involving nonverbal children showed that the icons which visually and auditorily represent the most basic needs for a person are proving effective in helping this group communicate with their caregivers and teachers.

Expressive Language Profiles in a Clinical Screening Sample of Mandarin-Speaking Preschool Children With Autism Spectrum Disorder

PURPOSE

This cross-sectional study aimed to depict expressive language profiles and clarify lexical-grammatical interrelationships in Mandarin-speaking preschoolers with autism spectrum disorder (ASD) during the administration of the simplified Chinese Psychoeducational Profile-Third Edition screening.

METHOD

We collected naturalistic language samples from 81 (74 boys, seven girls) 2- to 7-year-old (Mage = 55.6 months, SD = 15.17) Mandarin-speaking children with ASD in clinician-child interactions. The child participants were divided into five age subgroups with 12-month intervals according to their chronological age. Computer-assisted part-of-speech tagging, constituency analysis, and dependency analysis addressed the developmental trajectories of early lexical and grammatical growth in each age subgroup.

RESULTS

Significant within-ASD differences were observed in content words, function words, and lexical categories. Nouns and verbs were the predominant lexical categories, while noun types overwhelmed verb types in children over 3 years old. The grammatical development of 5- to 6-year-old Mandarin-speaking children with ASD was better than that of 3- to 4-year-old children. The trends of syntactic structures, grammatical relations, and grammatical complexity in each age group were similar.

CONCLUSIONS

Mandarin-speaking preschoolers with ASD produce more lexicons with increasing age. They preserve the noun bias as a universal mechanism in early lexical learning. Moreover, their developmental trajectories of grammatical growth were comparable in each age subgroup. In addition, their lexicons and grammar were synchronically developed during early language acquisition.

Acquisition of grammatical aspect by Mandarin-speaking preschool children with autism spectrum disorder

BACKGROUND

Mandarin-speaking children with autism spectrum disorder (ASD) have difficulties producing aspect markers. The difficulties were explained in terms of pragmatic deficits since these children demonstrated strength in the comprehension of aspect markers using the Intermodal Preferential Looking (IPL) task.

AIMS

To verify whether this dissociation between production and comprehension could be replicated using another technique to the IPL, and if all children with ASD show difficulties in the production of aspect markers.

METHODS & PROCEDURES

A total of 34 children with ASD without cognitive delay, half with language impairment (ALI; mean age = 61.25 months old) and half with normal language (ALN, mean age = 61.52 months old), as well as 17 age-matched typically developing (TD) children (mean age = 61.38 months old) participated in a sentence-picture-matching task and a priming picture-description task to investigate their comprehension and production of Mandarin aspect markers zai-, -le and -zhe.

OUTCOMES & RESULTS

In the comprehension task, children in the ALN group performed similarly to their TD peers, but those in the ALI group were less accurate on zai- and -le than TD children; children in all groups received higher accuracy when zai- was combined with Activity rather than Accomplishment verbs, and those in the ALI group was also more accurate when -le occurred with Achievement verbs, in contrast to Activity verbs. In the production task, children in the ALI group produced fewer targets and more irrelevant sentences with zai- than their TD peers, and they tended to produce bare verbs for -le and -zhe than TD children; children in all groups tended to combine zai- with Activity verbs, and those in the ALN group also tended to combine -le with Achievement verbs.

CONCLUSIONS & IMPLICATIONS

The comprehension and production of Mandarin aspect markers by children with ASD are linked to general language abilities, and interactions between lexical and grammatical aspect. Patterns of performance are similar to those of TD peers only for the subgroup with spared global language, while pragmatic deficits are pervasive throughout the spectrum. Therefore, training on formal language, with a specific emphasis on aspectual rather than pragmatic abilities, may be more effective at enhancing the production of aspect markers.

WHAT THIS PAPER ADDS

What is already known on this subject Mandarin-speaking children with ASD have difficulties producing aspect markers but demonstrate strengths in aspectual comprehension via the IPL task. Therefore, it has been proposed that their 'specific' difficulties in aspectual production should be ascribed to their pragmatic deficits. However, pragmatic deficits are highly pervasive in children with ASD while only a subgroup of children with ASD who are impaired in language development (children with ALI) show difficulties in producing tense/aspect morphology. Pursuing this reasoning, pragmatic deficits might not be the critical factor impacting the performance of children with ASD in aspectual production. What this study adds Children with ASD were divided into one group with ALI and the other with normal language (ALN). Results of a sentence-picture-matching and a priming picture-description task illustrated that both groups preserved the comprehension of Mandarin aspect markers zai-, -le and -zhe. However, children with ALI performed worse than age-matched TD children, while children with ALN demonstrated similar performance to TD children in aspectual production. These findings, coupled with the fact that pragmatic challenges affect individuals throughout the spectrum, suggest that general language abilities rather than pragmatics better explain the performance of children with ASD on aspectual production. What are the potential or actual clinical implications of this work? Since general language abilities rather than pragmatic deficits of children with ASD determine their performance on the production of aspect markers, direct training on the use of aspect markers or more global language therapy could benefit children with ASD in the production of aspect markers.

Functional echolalia in autism speech: Verbal formulae and repeated prior utterances as communicative and cognitive strategies

Echolalia, the echoing of prior speech, is a typical characteristic of autism. Long considered meaningless repetition to be avoided, echolalia may in fact be used functionally in autism. This paper explores the functions of echolalia by children with autism. Based on two prior studies, we designed an elicitation task involving images of 12 professions (teacher) and 12 objects (birthday cake) commonly associated with given conventionalized expressions in Mandarin (e.g., "sheng ri kuai le!" 'Happy birthday!'). Eight Chinese children with autism (mean age: 55.50 ± 8.64) were asked to name and describe these images. All our participants produced a relatively high proportion of echolalia, mostly for naming, description, and topic development, a small percentage being used as conversation maintenance strategy or as cognitive strategy. This indicates that echolalia is often used communicatively in autism speech.

Use of Aspect Markers by Mandarin-speaking Children with High-Functioning Autism Plus Language Impairment and Children with Developmental Language Disorder

INTRODUCTION

This study investigates the comprehension and production of four typical Mandarin aspect markers zai-, -le, -zhe, and -guo by preschool children with high functioning autism plus language impairment (HFA-LI) and those with developmental language disorder (DLD), by comparing them with typically developing age-matched (TDA) children.

METHODS

Twenty children with HFA-LI (M/F: 18/2; mean age: 5.20), 20 with DLD (M/F: 11/9; mean age: 5.25), and 20 TDA children (M/F:14/6; mean age:5.27) completed a picture-choice task and priming picture-description task. The results were analyzed using non-parametric methods.

RESULTS

In the comprehension task, the HFA-LI and DLD groups achieved lower accuracy than the TDA group on zai-, -le, and -guo. The comprehension of aspect markers in the HFA-LI and DLD groups was affected by lexical aspect. In the production task, the HFA-LI and DLD groups produced fewer sentences with the target aspect marker for all four aspect markers than the TDA group. However, they produced more sentences with bare verb forms for zai- and -guo than the TDA group. Furthermore, all three groups tended to combine aspect markers with their semantically inherent types of verbs (e.g, zai-+Activity verbs). The HFA-LI group produced more sentences irrelevant to the task than the other two groups for -zhe and -guo, and some children in the HFA-LI group produced ungrammatical sentences in which both the progressive zai- and perfective -le were used.

CONCLUSIONS

Children with HFA-LI and DLD demonstrate similarities in the comprehension and production of Mandarin aspect markers, given their poor comprehension of the aspect markers zai-, -le and -guo, and poor production of all four aspect markers compared to their TDA peers. Their performance was also impacted by lexical aspect.

Comprehension of Mandarin Aspect Markers by Preschool Children With and Without Developmental Language Disorder

Children with developmental language disorder (DLD) reportedly struggle with the comprehension of aspect. However, since aspect and tense are closely entangled in the languages spoken by the children with DLD in previous studies, it is unclear whether the difficulty stems from aspect, tense, or both. Mandarin Chinese, a language without morphological manifestations of tense, is ideal to investigate whether the comprehension of aspect is specifically affected in children with DLD, yet to date work on this is scarce and presents methodological limitations. In this study, we examined whether preschool Mandarin-speaking children with DLD have difficulty in comprehending perfective aspect (represented with the aspect marker -le) compared to imperfective aspect (represented with the aspect markers zai- and -zhe), whether performance can be explained in terms of the pre- vs. post-verbal realization of the aspect markers, and the potential role played by lexical aspect in the comprehension of grammatical aspect. Fourteen preschool children with DLD (mean age: 61.11 months old) and 14 TD children (mean age: 63.4 months old) matched for age and nonverbal intelligence participated in a sentence-picture matching task. Global results showed that, similar to their TD peers, children with DLD performed better on imperfective aspect than perfective aspect. Concerning specific aspect markers, while children with DLD indeed performed similarly to TD children on imperfective -zhe, they obtained significantly lower accuracy than TD children on perfective -le and imperfective zai-. However, considering verb types combined with these aspect markers, results revealed that children with DLD scored significantly higher on the prototypical combination(s) (e.g., zai- + Activity verbs) than on the non-prototypical combination(s) (e.g., zai- + Accomplishment verbs). The performance pattern suggests that the comprehension of aspect markers by children with DLD is particularly affected by lexical aspect. As this also affects younger TD children, children with DLD are arguably at an earlier stage of aspectual development than their age and nonverbal intelligence matched TD peers. Therefore, the aspectual development of children with DLD appears to be delayed rather than deviant. Given this, language programs addressing difficulties in DLD may need to incorporate training on the use of aspect markers, especially targeting their combination with non-prototypical verbs.

Early Word Order Usage in Preschool Mandarin-Speaking Typical Children and Children With Autism Spectrum Disorder: Influences of Caregiver Input?

This study explores the emergence and productivity of word order usage in Mandarin-speaking typically-developing (TD) children and children with autism spectrum disorder (ASD), and examines how this emergence relates to frequency of use in caregiver input. Forty-two caregiver-child dyads participated in video-recorded 30-min semi-structured play sessions. Eleven children with ASD were matched with 10 20-month-old TD children and another 11 children with ASD were matched with 10 26-month-old TD children, on expressive language. We report four major findings: (1) Preschool Mandarin-speaking children with ASD produced word order structures with pervasive ellipsis at similar rates to language-matched TD children, but also displayed differences from TD children in their usage of SVt and VtO frames; (2) Grammatical productivity was observed in both TD children and children with ASD; moreover, children with ASD with higher expressive language produced less stereotyped language; (3) Both TD children and children with ASD heard a range of word orders in their caregivers’ input, with TD children’s input greater in amount and complexity; however, caregivers of both groups also showed no age/language-related changes in word order usage; (4) Few word-order-specific correlations emerged between caregivers and their children; however, strong correlations were observed for mean length of utterances (MLU) for both groups: Caregivers who produced longer/more complex utterances had children who did the same. Taken together, it seems that despite their pragmatic deficits, the early grammatical knowledge of word order in Mandarin-exposed children with ASD is well preserved and in general follows the typical developmental pattern. Moreover, caregiver input is broadly rather than finely tuned to the linguistic development of TD children and children with ASD, and plays a more important role in children’s general syntactic development than in specific word order acquisition. Thus, early word order usage in preschool Mandarin-speaking TD children and children with ASD may be influenced by both caregiver input and child abilities.

Temporopolar volumes are associated with the severity of social impairment and language development in children with autism spectrum disorder with developmental delay

BACKGROUND

Children with autism spectrum disorder (ASD) and developmental delay (DD; ASD + DD) have more severe clinical symptoms than those with ASD without DD (ASD-only). However, little is known about the underlying neuroimaging mechanisms. The aim of this study was to explore the volumetric difference between patients with ASD + DD and ASD-only and investigate the relationship between brain alterations and clinical manifestations.

MATERIALS AND METHODS

A total of 184 children with ASD aged 2-6 years were included in this study, who were divided into two groups according to their cognitive development: ASD + DD and ASD-only. Clinical symptoms and language development were assessed using the Autism Diagnostic Observation Schedule (ADOS), Childhood Autism Rating Scale (CARS), and the Putonghua Communicative Development Inventory. Of the 184 children, 60 age-matched males (30 ASD + DD and 30 ASD-only patients) with high-resolution structural neuroimaging scans were included for further voxel-based morphometry analysis to examine the relationship between clinical symptoms and gray matter volumes.

RESULTS

The ASD + DD group had higher CARS and ADOS scores, lower gesture scores, and poorer performance in "responding to joint attention" (RJA) and "initiating joint attention" than the ASD-only group. Larger gray matter volumes in the temporal poles of the right and left middle temporal gyri were associated with the co-occurrence of DD in patients with ASD. Moreover, temporopolar volumes were correlated with CARS and ADOS scores, gesture scores, and RJA ability. Pre-language development significantly mediated the relationship between temporopolar volumes and both CARS and ADOS scores; RJA ability, but not gesture development, contributed to this mediating effect.

CONCLUSION

In this study, we found that temporopolar volumes were enlarged in patients with ASD who had comorbid DD, and these patients showed an association between symptom severity and language ability during the pre-language stage. Offering early interventions focused on RJA and the temporal pole may help improve clinical symptoms.

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

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.

Examining Phenotypical Heterogeneity in Language Abilities in Chinese-Speaking Children with Autism: A Naturalistic Sampling Approach

Phenotypical heterogeneity in language abilities is a hallmark of autism but remains poorly understood. The present study collected naturalistic language samples from parent-child interactions. We quantified verbal abilities (mean length of utterance, tokens, types) of 50 Chinese-speaking children (M = 5; 6) and stratified subgroups based on their autism traits, IQ, and language abilities. Using hierarchical cluster analysis, four groups were identified. Group 1, the least affected group, had mild autism, the highest IQ, and the strongest verbal abilities. Group 2, the severely affected group, had the lowest IQ, most severe autism symptoms, and weakest verbal abilities. Group 3 and Group 4 displayed average levels of verbal abilities and IQ. These findings may characterize the heterogeneous profiles of verbal abilities in Chinese-speaking children.

Relationship Between Motor Skills and Language Abilities in Children With Autism Spectrum Disorder

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 in toddlers with ASD aged 24 to 36 months and their peers with typical development (TD). Furthermore, the study compared multidimensional motor functioning in 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 toddlers with TD 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, Second 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 in toddlers with ASD.

CONCLUSIONS

The positive correlation between language abilities and motor functioning in toddlers with ASD indicated potential connections between the early onsets of motor and speech-language impairments in these toddlers.

IMPACT

The results may have implications for the development of motor-based interventions targeting language development in young children with ASD.

Conversation Skills in Chinese-Speaking Preschoolers with Autism: The Contributing Role of Parents' Verbal Responsiveness

Children with autism spectrum disorder (ASD) have conversation deficits, yet the growth of conversation abilities is understudied, especially in Chinese-speaking populations. Little is known about whether their parents' verbal responsiveness and redirectives are related to their conversation skills. Children with ASD (N = 37; M = 5;5) and their parents contributed their language samples. These children interacted with their parents at four time points over nine months. The number of conversational turns and the proportion of child-initiated conversation (but not the proportion of children's appropriate responses) grew over nine months. After controlling for time, autism severity, and language skills, parents' verbal responsiveness positively predicted children's appropriate responses. Parents' redirectives negatively predicted the proportion of children's appropriate responses and the number of conversational turns.

Phonological acquisition and development in Putonghua-speaking children with Autism Spectrum Disorders

Poor phonological development adversely affects language development and interpersonal communication abilities in children with Autism Spectrum Disorders (ASD). However, the characteristics of phonological development in children with ASD who speak Putonghua (the official standard spoken form of modern Mandarin Chinese) remain largely unknown. This study aims to investigate phonological acquisition and development among Putonghua-speaking children with ASD. Data were collected from participants recruited in Shanghai, China. Two experiments were conducted. In experiment I, phonological acquisition was compared between 16 children with ASD aged 3-6 years and 16 age-matched typically developing (TD) children. In experiment II, phonological acquisition was compared between 26 children with ASD over 6 years old and 26 receptive-language-age-matched TD children. Picture naming was applied to measure participants' phonology - the 21 initials, 36 finals and four tones of Putonghua. Paired-samples t-tests and Fisher's exact tests were applied. In experiment I, scores on initials, finals, tones and total phonology of children with ASD aged 3-6 years were significantly lower than those of age-matched TD children. The pronunciation accuracy rates for initials such as/x, t^h, l/, finals such as/jaʊ, joʊ, wo/ and Tone 3 (the low-rising tone) in the ASD group were significantly lower than in the TD group. In experiment II, there was no significant difference in overall phonological developmental level between children with ASD over 6 years old and receptive-language-age-matched TD children. Phonological development of Putonghua-speaking children with ASD was significantly lower than that of age-matched TD children but closer to that of receptive-language-age-matched TD children. Further, participants with ASD showed atypical development sequences in both initials and finals.

Online Processing of Subject-Verb-Object Order in a Diverse Sample of Mandarin-Exposed Preschool Children with Autism Spectrum Disorder

Grammatical comprehension remains a strength in English-exposed young children with autism spectrum disorder (ASD), yet limited research has investigated how preschool children with ASD process grammatical structures in real time, in any language. Using the eye-movement measures of Intermodal Preferential Looking, we assessed online processing of subject-verb-object (SVO) order in seventy 2- to 5-year-old children with ASD exposed to Mandarin Chinese across the spectrum, whose vocabulary production scores were dramatically delayed compared with the typical controls. With this Mandarin-exposed sample, we tested the extent to which children with ASD require (a) highly consistent input and/or (b) good discourse/pragmatics for acquiring grammatical structures. Children viewed side-by-side videos depicting reversible actions (e.g., a bird pushing a horse vs. a horse pushing a bird), and heard an audio matching only one of those actions; their eyegaze to each video was coded and analyzed. Both typically developing children and children with ASD demonstrated comprehension of SVO word order, suggesting that core grammatical structures such as basic word order may be preserved in children with ASD across languages despite radical differences in language environment, social/pragmatic abilities, and neurological organization. However, children with ASD were less efficient in online sentence processing than typical children, and the efficiency of their online sentence processing was related to their standardized language assessment scores. Of note is that across both Mandarin Chinese and English, some proportion of minimally verbal children with ASD exhibited SVO comprehension despite their profoundly impaired expressive language skills. Autism Res 2019, 12: 1829-1844. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Grammar is a strength in the language comprehension of young English learners with autism spectrum disorder (ASD). Eye-movement data from a diverse sample of Chinese preschoolers with ASD indicated similar grammatical strength of basic word order in Chinese (e.g., to understand sentences like "The bird is pushing the horse"). Moreover, children's proficiency of sentence processing was related to their language assessment scores. Across languages, such knowledge is even spared in some minimally verbal children with ASD.

Predictive Language Processing in Preschool Children with Autism Spectrum Disorder: An Eye-Tracking Study

Sentence comprehension relies on the abilities to rapidly integrate different types of linguistic and non-linguistic information. The present study investigated whether Mandarin-speaking preschool children with autism spectrum disorder (ASD) are able to use verb information predictively to anticipate the upcoming linguistic input during real-time sentence comprehension. 26 five-year-olds with ASD, 25 typically developing (TD) five-year-olds and 24 TD four-year-olds were tested using the visual world eye-tracking paradigm. The results showed that the 5-year-olds with ASD, like their TD peers, exhibited verb-based anticipatory eye movements during real-time sentence comprehension. No difference was observed between the ASD and TD groups in the time course of their eye gaze patterns, indicating that Mandarin-speaking preschool children with ASD are able to use verb information as effectively and rapidly as TD peers to predict the upcoming linguistic input.