Learning Language in Autism: Maternal Linguistic Input Contributes to Later Vocabulary
Learning Language in Autism: Maternal Linguistic Input Contributes to Later Vocabulary
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DOI：
10.1002/aur.1440
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发表时间：
2015-04-01
期刊：
影响因子：
4.7
通讯作者：
Nadig, Aparna
中科院分区：
文献类型：
--
作者：
Bang, Janet;Nadig, Aparna
众所周知，具有典型发育（TYP）的儿童接触更多的母语输入会发展出更大的词汇量。我们对自闭症谱系障碍 (ASD) 儿童可用的语言环境以及输入是否有助于他们以后的词汇量了解相对较少。来自英语和法语家庭的 ASD 或 TYP 儿童与他们的母亲进行了 10 分钟的自由游戏互动。为了比较输入，儿童在语言能力、性别和母亲教育方面进行了匹配（ASDn=20，TYPn=20）。输入被转录，并计算单词标记和类型的数量、词汇多样性 (D)、平均话语长度 (MLU) 和话语数量。然后，我们在 6 个月后在更大的样本中检查了输入与儿童口语词汇之间的关系（ASD：n=19，50-85 个月；TYP：n=44，25-58 个月）。五个输入特征没有发现显着的组间差异。分层多元回归模型表明，6 个月后，输入 MLU 对两组的口语词汇量产生了显着且积极的贡献，超过了初始语言水平。输入 MLU 和后来词汇之间的斜率在各组之间没有发现显着差异。我们的研究结果表明，语言水平相似的 ASD 和 TYP 儿童在单词标记和类型数量、D、MLU 和话语数量方面暴露于相似的母语语言环境。重要的是，语言输入影响了自闭症儿童后来的词汇量增长。自闭症研究2015，8：214-223。 (c) 2015 年国际自闭症研究协会，Wiley periodicals, Inc.
It is well established that children with typical development (TYP) exposed to more maternal linguistic input develop larger vocabularies. We know relatively little about the linguistic environment available to children with autism spectrum disorders (ASD), and whether input contributes to their later vocabulary. Children with ASD or TYP and their mothers from English and French-speaking families engaged in a 10min free-play interaction. To compare input, children were matched on language ability, sex, and maternal education (ASDn=20, TYPn=20). Input was transcribed, and the number of word tokens and types, lexical diversity (D), mean length of utterances (MLU), and number of utterances were calculated. We then examined the relationship between input and children's spoken vocabulary 6 months later in a larger sample (ASD: n=19, 50-85 months; TYP: n=44, 25-58 months). No significant group differences were found on the five input features. A hierarchical multiple regression model demonstrated input MLU significantly and positively contributed to spoken vocabulary 6 months later in both groups, over and above initial language levels. No significant difference was found between groups in the slope between input MLU and later vocabulary. Our findings reveal children with ASD and TYP of similar language levels are exposed to similar maternal linguistic environments regarding number of word tokens and types, D, MLU, and number of utterances. Importantly, linguistic input accounted for later vocabulary growth in children with ASD. Autism Res2015, 8: 214-223. (c) 2015 International Society for Autism Research, Wiley Periodicals, Inc.