The Relation between Early Parent Verb Input and Later Expressive Verb Vocabulary in Children with Autism Spectrum Disorder

Autor/inn/en	Crandall, Madison C.; McDaniel, Jena; Watson, Linda R.; Yoder, Paul J.
Titel	The Relation between Early Parent Verb Input and Later Expressive Verb Vocabulary in Children with Autism Spectrum Disorder
Quelle	In: Journal of Speech, Language, and Hearing Research, 62 (2019) 6, S.1787-1797 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Verbs; Vocabulary; Children; Parents; Autism; Pervasive Developmental Disorders; Expressive Language; Grammar; Predictor Variables; Correlation + Suchen Sie Ihr Suchwort? Wortschatz; Child; Kind; Kinder; Eltern; Autismus; Grammatik; Prädiktor; Korrelation
Abstract	Purpose: The purpose of this study was to evaluate if higher quantity, diversity, and grammatical informativeness of verb phrases in parent follow-in utterances (i.e., utterances that mapped onto child attentional leads) were significantly related to later expressive verb vocabulary in children with autism spectrum disorder (ASD). Method: We examined these associations in a sample of 31 toddlers with ASD and their parents in a longitudinal correlational study. Key aspects of parents' verb input were measured in 2 video-recorded 15-min parent--child free-play sessions. Child expressive verb vocabulary was measured using parent report. Results: An aggregate variable composed of the quantity, diversity, and grammatical informativeness of parent verb input in follow-in utterances across the 2 parent--child sessions strongly and positively predicted later child expressive verb vocabulary, total R[superscript 2] = .25, even when early child expressive verb vocabulary was controlled, R[superscript 2] change = .17. Parent follow-in utterances without verbs were not significantly related to later child expressive verb vocabulary, R[superscript 2] = .001. Conclusions: These correlational findings are initial steps toward developing a knowledge base for how strong verb vocabulary skills might be facilitated in children with ASD. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01