Predicting Language in Children with ASD Using Spontaneous Language Samples and Standardized Measures
Rebecca P Thomas1, Kacie Wittke2, Jessica Blume3
1Department of Psychological Sciences, University of Connecticut, Bousfield Psychology Building, 406 Babbidge Road Unit 1020, Storrs, CT, 06269, USA. rebecca.p.thomas@uconn.edu.
Journal of Autism and Developmental Disorders
|August 5, 2022
Summary
Standardized and natural language measures, along with autism severity, predict language use in children with autism spectrum disorder (ASD). Early interventions, like mainstream inclusion, also influence language development.
Area of Science:
- Developmental Psychology
- Linguistics
- Clinical Psychology
Background:
- Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by social communication deficits and restricted, repetitive behaviors.
- Understanding language development in children with ASD is crucial for effective early intervention and support.
- Predicting language outcomes in children with ASD can inform personalized therapeutic strategies.
Purpose of the Study:
- To investigate the predictive power of standardized language assessments and natural language samples on future language use in children with ASD.
- To examine how autism severity and intervention types influence the relationship between early language measures and later language outcomes.
- To identify key factors that contribute to language development trajectories in a diverse group of children with ASD.
Main Methods:
- A longitudinal study design was employed with 54 children diagnosed with ASD.
- Standardized language and social functioning assessments were administered.
- Natural language samples were collected during play-based interactions and transcribed for analysis.
Main Results:
- Both standardized language measures and natural language samples independently predicted later lexical use in children with ASD.
- Autism Diagnostic Observation Schedule (ADOS) severity was also a significant predictor of later language abilities.
- Participation in mainstream inclusion settings was associated with increased mean length of utterance over time.
Conclusions:
- Early language assessments, both formal and informal, are valuable for predicting language development in children with ASD.
- Autism severity is an important factor to consider when assessing language prognosis.
- Inclusive educational environments may positively impact the language development of children with ASD, particularly in utterance length.
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01:22Language Development
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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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01:19Autism Spectrum Disorder
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Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
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