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La Valle C, Shen L, Shih W, Kasari C, Shire S, Lord C, Tager-Flusberg H. Does Gestural Communication Influence Later Spoken Language Ability in Minimally Verbal Autistic Children? JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2024:1-14. [PMID: 38861424 DOI: 10.1044/2024_jslhr-23-00433] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2024]
Abstract
PURPOSE The current study examined the predictive role of gestures and gesture-speech combinations on later spoken language outcomes in minimally verbal (MV) autistic children enrolled in a blended naturalistic developmental/behavioral intervention (Joint Attention, Symbolic Play, Engagement, and Regulation [JASPER] + Enhanced Milieu Teaching [EMT]). METHOD Participants were 50 MV autistic children (40 boys), ages 54-105 months (M = 75.54, SD = 16.45). MV was defined as producing fewer than 20 spontaneous, unique, and socially communicative words. Autism symptom severity (Autism Diagnostic Observation Schedule-Second Edition) and nonverbal cognitive skills (Leiter-R Brief IQ) were assessed at entry. A natural language sample (NLS), a 20-min examiner-child interaction with specified toys, was collected at entry (Week 1) and exit (Week 18) from JASPER + EMT intervention. The NLS was coded for gestures (deictic, conventional, and representational) and gesture-speech combinations (reinforcing, disambiguating, supplementary, other) at entry and spoken language outcomes: speech quantity (rate of speech utterances) and speech quality (number of different words [NDW] and mean length of utterance in words [MLUw]) at exit using European Distributed Corpora Project Linguistic Annotator and Systematic Analysis of Language Transcripts. RESULTS Controlling for nonverbal IQ and autism symptom severity at entry, rate of gesture-speech combinations (but not gestures alone) at entry was a significant predictor of rate of speech utterances and MLUw at exit. The rate of supplementary gesture-speech combinations, in particular, significantly predicted rate of speech utterances and NDW at exit. CONCLUSION These findings highlight the critical importance of gestural communication, particularly gesture-speech (supplementary) combinations in supporting spoken language development in MV autistic children.
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Affiliation(s)
- Chelsea La Valle
- Department of Psychological & Brain Sciences, Boston University, MA
| | - Lue Shen
- Department of Psychological & Brain Sciences, Boston University, MA
- Sargent College of Health & Rehabilitation Sciences, Boston University, MA
| | - Wendy Shih
- Center for Autism Research & Treatment, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles
| | - Connie Kasari
- Center for Autism Research & Treatment, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles
| | | | - Catherine Lord
- Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles
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Delehanty A, Lorio CM, Romano M, Brown JA, Woods JJ, Wetherby AM. Social Communication and Parent Verbal Responsiveness Across Interaction Contexts in Toddlers on the Autism Spectrum. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024; 33:1266-1282. [PMID: 38407116 PMCID: PMC11081527 DOI: 10.1044/2024_ajslp-23-00319] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2023] [Revised: 11/24/2023] [Accepted: 01/02/2024] [Indexed: 02/27/2024]
Abstract
PURPOSE Interactions with caregivers during the ordinary activities that occur as families go about their everyday lives are critical to supporting children's acquisition of social communication and language skills. The purpose of this study was to examine child communication and parent verbal responsiveness across interaction contexts in 211 children (Mage = 20 months) on the autism spectrum (n = 121), with developmental delay (n = 46), or with typical development (n = 44). METHOD Families participated in up to eight activities during an hour-long, video-recorded home observation. We tested differences in the strength of associations between diagnostic group and interaction context using linear mixed-effects models, with child rate per minute of communication and proportions of parent follow-in comments and directives as outcome variables. Child communicative functions expressed across contexts were also examined. RESULTS Children across groups communicated at significantly higher rates per minute during book sharing and play with people compared to other interaction contexts. Most child communication was for the function of joint attention during book sharing, for social interaction during play with people, and for behavior regulation during necessary activities such as family chores and meals. On average, parents of children responded using proportionally more follow-in comments during book sharing and play compared to necessary activities, during which parents used more follow-in directives. CONCLUSION Results provide a glimpse into the dyadic communication that may occur within everyday activities at home, which supports the need for future intervention research and may aid clinicians seeking to identify activities that serve as important contexts for intervention.
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Affiliation(s)
- Abigail Delehanty
- Department of Speech-Language Pathology, Duquesne University, Pittsburgh, PA
| | - Ciera M. Lorio
- Communication Sciences and Disorders, Illinois State University, Normal
| | - Mollie Romano
- School of Communication Science and Disorders, Florida State University, Tallahassee
| | - Jennifer A. Brown
- Mary Frances Early College of Education, University of Georgia, Athens
| | - Juliann J. Woods
- Emeritus Professor, School of Communication Science and Disorders, Florida State University, Tallahassee
| | - Amy M. Wetherby
- Department of Clinical Sciences, College of Medicine, Florida State University, Tallahassee
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Wu D, Wolff JJ, Ravi S, Elison JT, Estes A, Paterson S, St John T, Abdi H, Moraglia LE, Piven J, Swanson MR. Infants who develop autism show smaller inventories of deictic and symbolic gestures at 12 months of age. Autism Res 2024; 17:838-851. [PMID: 38204321 PMCID: PMC11014769 DOI: 10.1002/aur.3092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2022] [Accepted: 12/19/2023] [Indexed: 01/12/2024]
Abstract
Gestures are an important social communication skill that infants and toddlers use to convey their thoughts, ideas, and intentions. Research suggests that early gesture use has important downstream impacts on developmental processes, such as language learning. However, autistic children are more likely to have challenges in their gestural development. The current study expands upon previous literature on the differences in gesture use between young autistic and non-autistic toddlers by collecting data using a parent-report questionnaire called the MCDI-Words and Gestures at three time points, 12, 18, and 24 months of age. Results (N = 467) showed that high-likelihood infants who later met diagnostic criteria for ASD (n = 73 HL-ASD) have attenuated gesture growth from 12 to 24 months for both deictic gestures and symbolic gestures when compared to high-likelihood infants who later did not meet criteria for ASD (n = 249 HL-Neg) and low-likelihood infants who did not meet criteria for ASD (n = 145 LL-Neg). Other social communicative skills, like play behaviors and imitation, were also found to be impacted in young autistic children when compared to their non-autistic peers. Understanding early differences in social communication growth before a formal autism diagnosis can provide important insights for early intervention.
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Affiliation(s)
- Dennis Wu
- Department of Psychology, University of Texas at Dallas, Richardson, Texas, USA
| | - Jason J Wolff
- Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota, USA
| | - Shruthi Ravi
- Department of Psychology, University of Texas at Dallas, Richardson, Texas, USA
| | - Jed T Elison
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA
| | - Annette Estes
- Department of Speech and Hearing Sciences, University of Washington, Seattle, Washington, USA
| | - Sarah Paterson
- James S. McDonnell Foundation, Saint Louis, Missouri, USA
| | - Tanya St John
- Department of Speech and Hearing Sciences, University of Washington, Seattle, Washington, USA
| | - Hervé Abdi
- Department of Psychology, University of Texas at Dallas, Richardson, Texas, USA
| | - Luke E Moraglia
- Department of Psychology, University of Texas at Dallas, Richardson, Texas, USA
| | - Joseph Piven
- Department of Psychiatry, University of North Carolina - Chapel Hill, Chapel Hill, North Carolina, USA
| | - Meghan R Swanson
- Department of Psychology, University of Texas at Dallas, Richardson, Texas, USA
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Fears NE, Sherrod GM, Blankenship D, Patterson RM, Hynan LS, Wijayasinghe I, Popa DO, Bugnariu NL, Miller HL. Motor differences in autism during a human-robot imitative gesturing task. Clin Biomech (Bristol, Avon) 2023; 106:105987. [PMID: 37207496 PMCID: PMC10684312 DOI: 10.1016/j.clinbiomech.2023.105987] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/13/2022] [Revised: 05/06/2023] [Accepted: 05/10/2023] [Indexed: 05/21/2023]
Abstract
BACKGROUND Difficulty with imitative gesturing is frequently observed as a clinical feature of autism. Current practices for assessment of imitative gesturing ability-behavioral observation and parent report-do not allow precise measurement of specific components of imitative gesturing performance, instead relying on subjective judgments. Advances in technology allow researchers to objectively quantify the nature of these movement differences, and to use less socially stressful interaction partners (e.g., robots). In this study, we aimed to quantify differences in imitative gesturing between autistic and neurotypical development during human-robot interaction. METHODS Thirty-five autistic (n = 19) and neurotypical (n = 16) participants imitated social gestures of an interactive robot (e.g., wave). The movements of the participants and the robot were recorded using an infrared motion-capture system with reflective markers on corresponding head and body locations. We used dynamic time warping to quantify the degree to which the participant's and robot's movement were aligned across the movement cycle and work contribution to determine how each joint angle was producing the movements. FINDINGS Results revealed differences between autistic and neurotypical participants in imitative accuracy and work contribution, primarily in the movements requiring unilateral extension of the arm. Autistic individuals imitated the robot less accurately and used less work at the shoulder compared to neurotypical individuals. INTERPRETATION These findings indicate differences in autistic participants' ability to imitate an interactive robot. These findings build on our understanding of the underlying motor control and sensorimotor integration mechanisms that support imitative gesturing in autism which may aid in identifying appropriate intervention targets.
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Affiliation(s)
- Nicholas E Fears
- University of North Texas, Health Science Center, Fort Worth, TX, USA; University of Michigan, Ann Arbor, MI, USA; Louisiana State University, Baton Rouge, LA, USA
| | - Gabriela M Sherrod
- University of North Texas, Health Science Center, Fort Worth, TX, USA; University of Alabama at Birmingham, USA
| | | | - Rita M Patterson
- University of North Texas, Health Science Center, Fort Worth, TX, USA
| | - Linda S Hynan
- University of Texas, Southwestern Medical Center, Dallas, TX, USA
| | | | - Dan O Popa
- University of Louisville, Louisville, KY, USA
| | - Nicoleta L Bugnariu
- University of North Texas, Health Science Center, Fort Worth, TX, USA; University of the Pacific, School of Health Sciences, USA
| | - Haylie L Miller
- University of North Texas, Health Science Center, Fort Worth, TX, USA; University of Michigan, Ann Arbor, MI, USA.
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Delehanty A, Hooker JL, Wetherby AM. Verbal Responsiveness in Parents of Toddlers With and Without Autism During a Home Observation. J Autism Dev Disord 2023:10.1007/s10803-023-05935-6. [PMID: 37171767 DOI: 10.1007/s10803-023-05935-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/13/2023] [Indexed: 05/13/2023]
Abstract
This study examined patterns of verbal responsiveness in parents of toddlers (Mage = 20 months) later identified with autism (n = 121), developmental delay (n = 46), or typical development (n = 44) during an hourlong home observation. Parent verbal responsiveness (PVR) was compared using MANOVA across groups and by child expressive language phase. Multiple regression analyses controlling for child age and maternal education were employed to examine the extent to which PVR predicted variance in concurrent child social communication and prospective language skills. Parents provided synchronous responses approximately 90% of the time. Parents of children with autism and developmental delay used smaller proportions of responses that added linguistic information (i.e., expansions and follow-in directives for language) than those of children with typical development. Parents of children in the preverbal phase were more likely, on average, to affirm their children's acts of intentional communication or provide a follow-in directive for action that did not necessitate a verbal response than to expand or elicit language. Regression results indicated that parental use of expansions and follow-in directives for language made significant contributions to child language outcomes. The patterns we observed may reflect parents' attunement to their child's developmental level. Responsiveness to a child's focus of attention is vital in the earlier stages of language learning; however, results point to the potential importance of parental expansions and follow-in directives for promoting language development across groups in this sample. Directions for intervention research targeting PVR and language skills in toddlers with autism and developmental delays are discussed.
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Affiliation(s)
- Abigail Delehanty
- Department of Speech-Language Pathology, Duquesne University, 600 Forbes Ave., Pittsburgh, PA, 15282, USA.
| | - Jessica L Hooker
- Florida State University Autism Institute, 2312 Killearn Center Blvd., Building A, Tallahassee, FL, 32309, USA
| | - Amy M Wetherby
- Department of Clinical Sciences, College of Medicine, Florida State University, Tallahassee, FL, 32306-4300, USA
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Del Rosario C, Nixon E, Quigley J, Whitehouse AJO, Maybery MT. Parent-child interaction and developmental outcomes in children with typical and elevated likelihood of autism. Infant Behav Dev 2023; 71:101830. [PMID: 36848788 DOI: 10.1016/j.infbeh.2023.101830] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Revised: 02/20/2023] [Accepted: 02/21/2023] [Indexed: 02/27/2023]
Abstract
BACKGROUND Early parent-child interactions have a critical impact on the developmental outcomes of the child. It has been reported that infants with a family history of autism and their parents may engage in different patterns of behaviours during interaction compared to those without a family history of autism. This study investigated the association of parent-child interactions with child developmental outcomes of those with typical and elevated likelihood of autism. METHOD This longitudinal study investigated the relationship between global attributes of parent-child interaction and the developmental outcomes of infant siblings with elevated likelihood (EL: n = 29) or typical likelihood (TL: n = 39) of developing autism. Parent-child interactions were recorded during a session of free-play when the infants were six months of age. Developmental assessments were carried out when the children were 12 and 24 months of age. RESULTS The intensity of mutuality was significantly higher in the TL group than in the EL group, and developmental outcomes were poorer in the EL group when compared to the TL group. Positive associations between parent-child interaction scores at six months and developmental outcomes at 12 months were observed only in the TL group. However, in the EL group, higher levels of infant positive affect and attentiveness paid to the caregiver is associated with lower autism symptoms. Due to the sample size and design of the study, the findings must be viewed as indicative. CONCLUSION This preliminary investigation demonstrated differences in the association between parent-child interaction quality and developmental outcomes for children with typical and elevated likelihood for autism. Future studies should combine micro-analytic and macro-analytic approaches to parent-child interaction to further examine the nature of this relationship.
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Affiliation(s)
- Chelo Del Rosario
- School of Psychology, Trinity College Dublin, Áras an Phiarsaigh, Dublin 2, Ireland.
| | - Elizabeth Nixon
- School of Psychology, Trinity College Dublin, Áras an Phiarsaigh, Dublin 2, Ireland
| | - Jean Quigley
- School of Psychology, Trinity College Dublin, Áras an Phiarsaigh, Dublin 2, Ireland
| | - Andrew J O Whitehouse
- Telethon Kids Institute, University of Western Australia, Perth Children's Hospital, 15 Hospital Avenue, Nedlands, Australia
| | - Murray T Maybery
- School of Psychological Science, University of Western Australia, 35 Stirling Highway, Perth, Australia
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Early Gesture as a Predictor of Later Language Outcome for Young Children with Autism Spectrum Disorder (ASD): a Systematic Literature Review. CURRENT DEVELOPMENTAL DISORDERS REPORTS 2022. [DOI: 10.1007/s40474-022-00250-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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8
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Delehanty A, Wetherby AM. Coordinated social communication in toddlers with and without autism spectrum disorder during a home observation. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2022; 7:23969415221121089. [PMID: 36382078 PMCID: PMC9620680 DOI: 10.1177/23969415221121089] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
BACKGROUND & AIMS Social communication and language skills have been found to be important predictors of long-term outcomes in individuals with autism spectrum disorder (ASD). However, the development of coordinated social communication (i.e., gestures and sounds or words) remains relatively understudied in young children with ASD and developmental delays (DD). This study used a prospective, longitudinal design and granular observational coding to document the coordination of gestures, sounds, and words in a large, heterogeneous sample of toddlers identified with ASD, DD, or typical development (TD) during a naturalistic home observation. Specific aims were: (1) to compare rates per minute and proportions of coordinated child communicative acts across groups; (2) to examine concurrent relationships between coordinated communication and measures of social communication and autism symptoms; and (3) to examine prospective relationships between coordinated communication, receptive and expressive language skills, and autism symptoms collected at 3 years of age. METHODS At a mean age of 20.3 months (SD = 2.0), 211 children (nASD = 121; nDD = 46; nTD = 44) participated in everyday activities with a parent during an hourlong home observation. Rates per minute and proportions of gestures, sounds and words, as well as temporally overlapping gesture + sound, gesture + word, and gesture + phrase combinations, were compared using one-way ANOVA. Pearson product moment correlations between coordinated communicative acts and measures of social communication, language, and autism symptoms were examined. RESULTS On average, children with ASD used sounds and gesture + sounds at significantly lower rates than DD and TD groups, who did not differ. Children with ASD and DD coordinated gesture + single words and gesture + phrases at significantly lower rates than the TD group. Groups did not differ with respect to the rate per minute at which they used gestures alone. Children with TD used a smaller proportion of sounds alone and higher proportions of words and phrases, with and without coordinated gestures, than ASD and DD groups. Children with ASD and DD used a significantly higher proportion of gestures alone than children with TD. Rates per minute and proportions of single words and gesture + words had significant correlations with measures of social communication, language skills, and autism symptoms. CONCLUSIONS Results suggest that a significantly lower rate per minute of sounds and gesture + sound combinations was a distinguishing feature of ASD in our sample. Further, limited use of single words and gesture + single words was observed in children ASD and DD. Significant prospective relationships between single words and gesture + words with language skills measured over a year later underscores the importance of acquiring these forms. IMPLICATIONS Results support the idea that clinicians should include opportunities to observe and encourage coordinated social communication while screening and assessing young children for DD and ASD in the home environment. The significant associations between rate of single words and gesture + word combinations with language development over a year later have implications for incorporating intervention targets that encourage the use of gesture-speech combinations.
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Affiliation(s)
- Abigail Delehanty
- Abigail Delehanty, Department of
Speech-Language Pathology, Duquesne University, 600 Forbes Ave., Pittsburgh, PA
15282, USA.
| | - Amy M. Wetherby
- Department of Clinical Sciences, College of
Medicine, Florida State
University, Tallahassee, FL, USA
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Bradshaw J, McCracken C, Pileggi M, Brane N, Delehanty A, Day T, Federico A, Klaiman C, Saulnier C, Klin A, Wetherby A. Early social communication development in infants with autism spectrum disorder. Child Dev 2021; 92:2224-2234. [PMID: 34786700 DOI: 10.1111/cdev.13683] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
Social-communication differences are a robust and defining feature of autism spectrum disorder (ASD) but identifying early points of divergence in infancy has been a challenge. The current study examines social communication in 9- to 12-month-old infants who develop ASD (N = 30; 23% female; 70% white) compared to typically developing (TD) infants (N = 94, 38% female; 88% white). Results demonstrate that infants later diagnosed with ASD were already exhibiting fewer social-communication skills using eye gaze, facial expression, gestures, and sounds at 9 months (effect size: 0.42-0.89). Moreover, three unique patterns of change across distinct social-communication skills were observed within the ASD group. This study documents that observable social-communication differences for infants with ASD are unfolding by 9 months, pointing to a critical window for targeted intervention.
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Affiliation(s)
| | | | - Moira Pileggi
- Marcus Autism Center, Children's Healthcare of Atlanta, Atlanta, Georgia, USA
| | - Natalie Brane
- Marcus Autism Center, Children's Healthcare of Atlanta, Atlanta, Georgia, USA
| | - Abigail Delehanty
- John G. Rangos, Sr. School of Health Sciences, Duquesne University, Pittsburgh, Pennsylvania, USA
| | - Taylor Day
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
| | | | - Cheryl Klaiman
- Emory University School of Medicine, Atlanta, Georgia, USA.,Marcus Autism Center, Children's Healthcare of Atlanta, Atlanta, Georgia, USA
| | - Celine Saulnier
- Emory University School of Medicine, Atlanta, Georgia, USA.,Neurodevelopmental Assessment & Consulting Services, Atlanta, Georgia, USA
| | - Ami Klin
- Emory University School of Medicine, Atlanta, Georgia, USA.,Marcus Autism Center, Children's Healthcare of Atlanta, Atlanta, Georgia, USA
| | - Amy Wetherby
- Autism Institute, Florida State University, Tallahassee, Florida, USA.,Florida State University College of Medicine, Tallahassee, Florida, USA
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10
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Wong KHY, Lee KYS, Tsze SCY, Yu WS, Ng IHY, Tong MCF, Law T. Comparing Early Pragmatics in Typically Developing Children and Children with Neurodevelopmental Disorders. J Autism Dev Disord 2021; 52:3825-3839. [PMID: 34480668 PMCID: PMC8418285 DOI: 10.1007/s10803-021-05261-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/26/2021] [Indexed: 12/02/2022]
Abstract
This study examined the early pragmatic language skills in typically developing (TD) preschool-age children, children with language impairment (LI) and children with autism spectrum disorder (ASD). Two hundred and sixty-two TD children, 73 children with LI, and 16 children with ASD were compared on early pragmatics through direct assessment (DA). Post hoc analysis revealed that children in two clinical groups displayed significant pragmatic language deficits. Children in the ASD group who were older exhibited comparable degree of impairments as their LI peers, suggesting a relatively stagnant development of pragmatic language skills in children with ASD. Findings also supported the use of DA in identifying pragmatic language deficits, which have implications for the adoption of this assessment approach in clinical settings.
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Affiliation(s)
- Kay H Y Wong
- Department of Otorhinolaryngology, Head & Neck Surgery, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong SAR, China. .,Institute of Human Communicative Research, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong SAR, China.
| | - Kathy Y S Lee
- Department of Otorhinolaryngology, Head & Neck Surgery, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong SAR, China.,Institute of Human Communicative Research, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong SAR, China
| | - Sharon C Y Tsze
- Department of Otorhinolaryngology, Head & Neck Surgery, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong SAR, China
| | - Wilson S Yu
- Department of Otorhinolaryngology, Head & Neck Surgery, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong SAR, China
| | - Iris H-Y Ng
- Department of Otorhinolaryngology, Head & Neck Surgery, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong SAR, China.,Institute of Human Communicative Research, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong SAR, China
| | - Michael C F Tong
- Department of Otorhinolaryngology, Head & Neck Surgery, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong SAR, China.,Institute of Human Communicative Research, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong SAR, China
| | - Thomas Law
- Department of Otorhinolaryngology, Head & Neck Surgery, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong SAR, China.,Institute of Human Communicative Research, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong SAR, China
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11
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Roemer EJ, Kushner EH, Iverson JM. Joint Engagement, Parent Labels, and Language Development: Examining Everyday Interactions in Infant Siblings of Children with Autism. J Autism Dev Disord 2021; 52:1984-2003. [PMID: 34061308 PMCID: PMC8633145 DOI: 10.1007/s10803-021-05099-1] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/18/2021] [Indexed: 12/25/2022]
Abstract
This study examined joint engagement, parent labels, and language development in infants with an elevated (EL) and typical likelihood (TL) for ASD. Parent-child interactions were coded for joint engagement and parent labels at 12 and 18 months, and language skills were assessed later in toddlerhood for 12 EL infants diagnosed with ASD (EL-ASD), 17 EL infants with language delay (EL-LD), 14 EL infants with no diagnosis (EL-ND), and 12 TL infants. Infants spent substantial time in supported joint engagement and received similar rates of input from parents across outcome groups. However, parents of EL-ASD infants increased the rate of labels provided in coordinated joint engagement. While labels positively predicted language for TL infants, the opposite pattern emerged for EL-ASD infants.
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Affiliation(s)
- Emily J Roemer
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA, 15260, USA.
| | - Elizabeth H Kushner
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA, 15260, USA.,Emory University, Atlanta, GA, USA
| | - Jana M Iverson
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA, 15260, USA
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