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Children with Autism Spectrum Disorder May Learn from Caregiver Verb Input Better in Certain Engagement States.

The relation between caregiver follow-in utterances with verbs presented in different states of dyadic engagement and later child expressive verb vocabulary in children with autism spectrum disorder (ASD) was examined in 29 toddlers with ASD and their caregivers. Caregiver verb input in follow-in ut...

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Published in:Journal of Autism & Developmental Disorders Vol. 49; no. 8; pp. 3102 - 3113
Main Authors: Crandall, Madison Cloud, Bottema-Beutel, Kristen, McDaniel, Jena, Watson, Linda R., Yoder, Paul J.
Format: research tables/charts Journal Article
Published: Springer Nature Aug2019
Online Access:View this record in EBSCOhost
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      dt: Aug2019
      vid: 49
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      pub: Springer Nature
      place: New York, New York
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        10.1007/s10803-019-04041-w
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        atl: Children with Autism Spectrum Disorder May Learn from Caregiver Verb Input Better in Certain Engagement States.
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        au:
          Crandall, Madison Cloud
          Bottema-Beutel, Kristen
          McDaniel, Jena
          Watson, Linda R.
          Yoder, Paul J.
        affil: Special Education Department, Vanderbilt University, 110 Magnolia Circle, OMC 318, 37212, Nashville, TN, USA
      sug:
        subj:
          Autism Spectrum Disorder Psychosocial Factors
          Caregivers Psychosocial Factors
          Patient-Family Relations
          Learning In Infancy and Childhood
          Language Development
          Vocabulary
          Human
          Child, Preschool
          Learning Environment
          Child, Preschool: 2-5 years
      ab: The relation between caregiver follow-in utterances with verbs presented in different states of dyadic engagement and later child expressive verb vocabulary in children with autism spectrum disorder (ASD) was examined in 29 toddlers with ASD and their caregivers. Caregiver verb input in follow-in utterances presented during higher order supported joint engagement (HSJE) accounted for a significant, large amount of variance in later child verb vocabulary; R2=.26. This relation remained significant when controlling for early verb vocabulary or verb input in lower support engagement states. Other types of talk in follow-in utterances in HSJE did not correlate with later verb vocabulary. These findings are an important step towards identifying interactional contexts that facilitate verb learning in children with ASD.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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