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The Contribution of Two Categories of Parent Verbal Responsiveness to Later Language for Toddlers and Preschoolers on the Autism Spectrum

American journal of speech-language pathology, 2013-02, Vol.22 (1), p.57-70 [Peer Reviewed Journal]

COPYRIGHT 2013 American Speech-Language-Hearing Association ;COPYRIGHT 2013 American Speech-Language-Hearing Association ;Copyright American Speech-Language-Hearing Association Feb 2013 ;ISSN: 1058-0360 ;EISSN: 1558-9110 ;DOI: 10.1044/1058-0360(2012/11-0004) ;PMID: 22878512 ;CODEN: AJSPFZ

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Title:
The Contribution of Two Categories of Parent Verbal Responsiveness to Later Language for Toddlers and Preschoolers on the Autism Spectrum
Author: Haebig, Eileen ; McDuffie, Andrea ; Weismer, Susan Ellis
Subjects: Adolescent ; Attention ; Autism ; Behavior ; Child Development ; Child Development Disorders, Pervasive - psychology ; Child Language ; Child, Preschool ; Children & youth ; Communication ; Comprehension ; Expressive Language ; Female ; Health aspects ; Humans ; Infant ; Language Acquisition ; Language Development ; Language Development Disorders - psychology ; Linguistic Input ; Longitudinal Studies ; Male ; Parent and child ; Parent Child Relationship ; Parent-Child Relations ; Parents ; Parents & parenting ; Parents - psychology ; Pervasive Developmental Disorders ; Physiological aspects ; Play and Playthings ; Preschool Children ; Receptive Language ; Regression Analysis ; Studies ; Toddlers ; Verbal Behavior ; Verbal Communication ; Wisconsin ; Young Adult
Is Part Of: American journal of speech-language pathology, 2013-02, Vol.22 (1), p.57-70
Description: Purpose: The authors examined longitudinal associations between 2 categories of parent verbal responsiveness and language comprehension and production 1 year later in 40 toddlers and preschoolers with a diagnosis of an autism spectrum disorder (ASD). Method: Parent-child play samples using a standard toy set were digitally captured and coded for child engagement with objects and communication acts and for parent verbal responses to play and communication. Results: After controlling for parent education, child engagement, and initial language level, only parent directives for language that followed into the child's focus of attention accounted for unique variance in predicting both comprehension and production 1 year later. A series of exploratory analyses revealed that parent comments that followed into the child's focus of attention also accounted for unique variance in later comprehension and production for children who were minimally verbal at the initial time period. Conclusions: Child developmental level may warrant different types of linguistic input to facilitate language learning. Children with ASD who have minimal linguistic skills may benefit from parent language input that follows into the child's focus of attention. Children with ASD who are verbally fluent may need more advanced language input to facilitate language development. (Contains 6 tables and 1 figure.)
Publisher: United States: American Speech-Language-Hearing Association (ASHA)
Language: English
Identifier: ISSN: 1058-0360
EISSN: 1558-9110
DOI: 10.1044/1058-0360(2012/11-0004)
PMID: 22878512
CODEN: AJSPFZ
Source: ProQuest One Psychology
Education Resources Information Center (ERIC)
MEDLINE
ProQuest Central

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The Contribution of Two Categories of Parent Verbal Responsiveness to Later Language for Toddlers and Preschoolers on the Autism Spectrum

COPYRIGHT 2013 American Speech-Language-Hearing Association ;COPYRIGHT 2013 American Speech-Language-Hearing Association ;Copyright American Speech-Language-Hearing Association Feb 2013 ;ISSN: 1058-0360 ;EISSN: 1558-9110 ;DOI: 10.1044/1058-0360(2012/11-0004) ;PMID: 22878512 ;CODEN: AJSPFZ

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