The Contribution of Two Categories of Parent Verbal Responsiveness to Later Language for Toddlers and Preschoolers on the Autism Spectrum
The Contribution of Two Categories of Parent Verbal Responsiveness to Later Language for Toddlers and Preschoolers on the Autism Spectrum
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DOI：
10.1044/1058-0360(2012/11-0004
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发表时间：
2013-02-01
影响因子：
2.6
通讯作者：
Weismer, Susan Ellis
中科院分区：
文献类型：
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作者：
Haebig, Eileen;McDuffie, Andrea;Weismer, Susan Ellis
用途：作者在40名诊断为自闭症谱系障碍（ASD）的幼儿和学龄前儿童中检查了2类父母言语反应与语言理解和产生之间的纵向关联。方法：使用标准玩具套装的亲子游戏样本被数字化捕获并编码，用于儿童与物体和交流行为的参与以及父母对游戏和交流的言语反应。结果：在控制了父母的教育，儿童的参与，和初始的语言水平，只有父母的语言指令，随后进入孩子的注意力集中占独特的方差预测理解和生产1年后。一系列的探索性分析表明，家长的意见，随后到孩子的注意力的焦点也占了独特的方差在后来的理解和生产的儿童谁是最低限度的口头在最初的时间period.Conclusions：儿童的发展水平可能会保证不同类型的语言输入，以促进语言学习。语言技能最低的ASD儿童可能会从父母的语言输入中受益，这些语言输入会进入儿童的注意力焦点。语言流利的ASD儿童可能需要更高级的语言输入来促进语言发展。
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.