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Related Experiment Video

Updated: May 3, 2026

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
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Parent-child gesture use during problem solving in autistic spectrum disorder.

Kristen Medeiros1, Adam Winsler

  • 1State University of New York at New Paltz, 600 Hawk Dr, JFT 306, New Paltz, NY, 12561, USA, medeirok@newpaltz.edu.

Journal of Autism and Developmental Disorders
|February 19, 2014
PubMed
Summary

Children with autism spectrum disorder (ASD) gesture less and show a positive association between gesture and vocabulary, unlike typically developing children. Gesture may be a key communication intervention point for these families.

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Area of Science:

  • Developmental Psychology
  • Linguistics
  • Neurodevelopmental Disorders

Background:

  • Gesture plays a crucial role in communication development.
  • Understanding gesture in autism spectrum disorder (ASD) is vital for early intervention.
  • Previous research has explored various aspects of communication in ASD, but gesture-parent-child dynamics require further investigation.

Purpose of the Study:

  • To investigate the relationship between child language skills and gesture use in youth with and without an autism spectrum disorder (ASD) diagnosis.
  • To compare gesture frequencies and categories between children with and without ASD.
  • To explore the association between gesture and vocabulary in both groups.

Main Methods:

  • Coded frequencies and rates of total gesture use and five gesture categories (deictic, conventional, beat, iconic, metaphoric).
  • Utilized the collaborative Tower of Hanoi task for observation.
  • Assessed child language skills using the Peabody Picture Vocabulary Test.

Main Results:

  • Children with ASD exhibited lower Peabody Picture Vocabulary Test scores.
  • Children with ASD gestured less frequently and at lower rates compared to typically developing children.
  • Gesture use was unrelated to vocabulary in typically developing children, but positively associated with vocabulary in children with ASD.

Conclusions:

  • Gesture patterns and their relationship with language skills differ between children with and without ASD.
  • Gesture represents a potential avenue for communication intervention for families of children with ASD.
  • Further research into gesture-based interventions could enhance communication outcomes for children with ASD.