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Related Concept Videos

Autism Spectrum Disorder01:19

Autism Spectrum Disorder

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.
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Modeling in Therapy01:26

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A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
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Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
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Verbal and Behavioral Communication Strategies in Chinese Parent-Child Interactions: Distinctions Between Autism

Jing Feng1,2, Jaehoon Lee3, Woonyoung Song3

  • 1Centre for Healthy Ageing and Wellness (H-CARE), Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia.

International Journal of Language & Communication Disorders
|May 12, 2026
PubMed
Summary

Chinese-speaking parents of children with Autism Spectrum Disorder (ASD) use shorter utterances and more gestures than parents of typically developing children. Interventions should balance simplified input with responsive strategies for better communication outcomes.

Keywords:
Chinese‐speakingautism spectrum disorderparent‐child interactionscaffoldingverbal‐behavioral strategies

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Area of Science:

  • Child Development
  • Linguistics
  • Clinical Psychology

Background:

  • Parent-child interaction is crucial for early language intervention in Autism Spectrum Disorder (ASD).
  • Previous research indicates parents adapt communication by shortening utterances and using directive strategies for children with ASD.
  • Most studies focus on Western contexts, leaving Chinese-speaking families under-explored.

Purpose of the Study:

  • To examine and compare verbal and behavioral interaction strategies of Chinese-speaking parents with children with Autism Spectrum Disorders (ASD) and typically developing (TD) children.
  • To identify differences in communication patterns between parents of children with ASD and TD children.
  • To inform culturally-specific interventions for ASD.

Main Methods:

  • Analysis of 10-minute video recordings of parent-child interactions.
  • Involved 34 children with ASD and 31 TD children (mean age ~4.8 years).
  • Utilized EUDICO Linguistic Annotator (ELAN) and Computerized Language Analysis (CLAN) software for transcription and coding; Mann-Whitney U test for comparisons.

Main Results:

  • Parents of children with ASD used shorter mean length of utterance (MLU), more gestures, labeling, and behavioral directives than parents of TD children (p < 0.01).
  • Parents of TD children used more expansions, general responses, and questions, fostering richer language input.
  • Parents of children with ASD showed an imbalance between scaffolding (shorter utterances, gestures) and responsive strategies.

Conclusions:

  • Interventions for Chinese-speaking children with ASD should balance simplified input with responsive strategies, not just increase linguistic complexity.
  • Parent-mediated interventions should focus on calibrating parental interaction patterns.
  • Findings highlight culturally specific adaptations in parental communication for ASD, informing tailored clinical support.