Types of Parent Verbal Responsiveness That Predict Language in Young Children With Autism Spectrum Disorder

Andrea S. McDuffie · Paul J. Yoder

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Language Development and Disorders Autism Spectrum Disorder Research Child and Animal Learning Development

Abstract

PURPOSE: This study examined short-term predictive associations between 5 different types of parent verbal responsiveness and later spoken vocabulary for 32 young children with a confirmed diagnosis of autism spectrum disorder (ASD). METHOD: Parent verbal utterances were coded from videotapes of naturalistic parent-child play sessions using interval and event-based coding. A vocabulary difference score, calculated using the MacArthur Communicative Development Inventories (L. Fenson et al., 1993), was used as the outcome measure of spoken vocabulary 6 months later. RESULTS: Parent follow-in comments and follow-in directives predicted spoken vocabulary after controlling for child engagement. Parent expansions of child verbal utterances predicted spoken vocabulary after controlling for child talkativeness. When entered together into a regression analysis, metrics that represented (a) the number of parent utterances following into the child's focus of attention and (b) the number of parent utterances responding to child verbal communication acts both accounted for unique variance in predicting change in spoken vocabulary from Time 1 to Time 2. CONCLUSION: Parent verbal utterances that follow into the child's current focus of attention or respond to child verbal communication acts may facilitate the process of early vocabulary acquisition by mitigating the need for children with ASD to use attention-following as a word-learning strategy.

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References

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2015Early deictic but not other gestures predict later vocabulary in both typical development and autism 2018Hearing me hearing you: Reciprocal effects between child and parent language in autism and typical development 2013The Contribution of Two Categories of Parent Verbal Responsiveness to Later Language for Toddlers and Preschoolers on the Autism Spectrum 2015Parents’ Translations of Child Gesture Facilitate Word Learning in Children with Autism, Down Syndrome and Typical Development 2013Bi-directional dynamics underlie the complexity of talk in teacher–child play-based conversations in classrooms serving at-risk pupils

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