Early Predictors to School Age Language: Individual and Interactional Child and Parent Factors

项目摘要/摘要 自闭症患者的语言使用是极其不同的，从适合年龄的到非语言的。《少年派》 在过去的8-12年里跟踪了患有自闭症的三组儿童(总计42名)的语言发展， 从最初诊断约2.5年到随访5-8年，典型的发展(TD) 对照组(总N=45)，研究开始时语言匹配(早期语言纵向研究；LSEL)。我们 演示了生产和理解的细粒度测量在刻画个体特征方面的效用 两组差异均有统计学意义。这些孩子现在正处于童年中期到青春期，让我们可以学习 适合这个年龄段的语言使用，它与早期儿童和家长语言测量的关系 来自LSEL和从亲子对话动态中提取的“互动”测量。 这个项目调查了三个关于患有自闭症或TD的学龄儿童的语言问题： 儿童在校期间在语法、语义和语用方面的变化 年龄证明了这些语言领域的相互依存和独特之处？我们假设 在当前项目中收集的语法和语义的复合度量将显示 独特性，在可变性方面几乎没有重叠。语义学和语用学的复合衡量标准将体现 更强的相互依存关系。 (2)儿童早期的哪些个体测量和家长测量可以预测儿童的学龄期语言使用？ 我们假设，儿童早期对语法、语义和社会认知的测量将预测上学年龄 相同领域的测量结果(例如，早期的语法处理会预测学校的语法使用情况 年龄)。我们还假设，父母在学习过程中使用了更多不同的单词和语法结构 更早的时间段将使孩子在学校拥有更高级的分类和语法用法 年龄，以及使用更多去语境化语言和提供更多叙事脚手架的父母 在早期阶段，孩子们会在学龄时使用更复杂的叙事。我们预计 在TD组和ASD组中，早期的父母措施会对后来的语言产生相对更大的影响。 (3)互动会话行为的哪些早期和同时测量会因群体和 预测儿童学龄儿童的语言使用？我们考察了互动动力学之间的关系 当孩子们还是学龄前儿童时，他们在游戏中收集的语言和他们的学龄语言。我们 假设话轮转换和反向通道将在TD并元交互中比在 与患有自闭症儿童的互动，而配对措施将因群体而变化较小。此外， 对话动力学测量将预测儿童随后的言语和理解的各个方面 水平，以及他们在学龄期的叙述。最后，对话动力学措施将起到调解作用 单个指标的预测能力，可能与诊断相互作用。

Project Summary/Abstract Language use in ASD is extremely heterogeneous, ranging from age-appropriate to nonverbal. The PI has tracked language development in three cohorts of children with ASD (total N = 42) for the past 8-12 years, from initial diagnosis at approximately 2.5 years to follow-up at 5-8 years, with typically developing (TD) controls (total N = 45) language-matched at study onset (the Longitudinal Study of Early Language; LSEL). We demonstrated the utility of fine-grained measures of production and comprehension in characterizing individual variation in both groups. These children are now in middle childhood to adolescence, allowing us to study language use appropriate to this age, its relationship to `individual' early child and parent language measures from the LSEL and `interactive' measures drawn from parent-child conversational dynamics. This project investigates three questions about the language of school age children with ASD or TD: How does variability in children's grammatical, semantic, and pragmatic language usage during school age demonstrate the inter-dependence vs. distinctiveness of these language areas? We hypothesize that composite measures of grammar and semantics collected in the current project will manifest distinctiveness, with little overlap in variability. Composite measures of semantics and pragmatics will manifest stronger inter-dependence. (2) Which individual early child and parent measures predict children's school age language use? We hypothesize that early child measures of grammar, semantics, and social cognition will predict school age measures in the same domains (e.g., early grammatical processing will predict grammatical usage at school age). We also hypothesize that parents who used more diverse words and grammatical constructions during earlier time periods will have children with more advanced categorization and grammatical usage at school age, and that parents who used more decontextualized language and provided more narrative scaffolding during earlier time periods will have children who use more sophisticated narratives at school age. We expect that early parent measures will exert relatively more influence on later language in the TD vs. ASD group. (3) Which early and concurrent measures of interactive conversational behavior will vary by group and predict children's school age language use? We examine the relationships between interactive dynamics during play sessions gathered when the children were preschoolers, and their school age language. We hypothesize that turn-taking and backchanneling will be more prevalent in TD dyadic interactions than in interactions with children with ASD while alignment measures will vary less by group. Moreover, conversational dynamics measures will predict aspects of children's subsequent speech and comprehension levels, as well as their narratives during school age. Finally, conversational dynamics measures will mediate the predictive power of individual measures, possibly in interaction with diagnosis.