Children with Autism Spectrum Disorder May Learn from Caregiver Verb Input Better in Certain Engagement States

被引：16

作者：

Crandall, Madison Cloud ^{[1
]}

Bottema-Beutel, Kristen ^{[2
]}

McDaniel, Jena ^{[3
]}

Watson, Linda R. ^{[4
]}

Yoder, Paul J. ^{[1
]}

机构：

[1] Vanderbilt Univ, Special Educ Dept, 110 Magnolia Circle,OMC 318, Nashville, TN 37212 USA

[2] Boston Coll, Lynch Sch Educ, 140 Commonwealth Ave, Chestnut Hill, MA 02467 USA

[3] Vanderbilt Univ, Dept Hearing & Speech Sci, 1215 21st Ave South,8310 MCE,South Tower, Nashville, TN 37232 USA

[4] Univ N Carolina, Div Speech & Hearing Sci, CB 7190, Chapel Hill, NC 27599 USA

来源：

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2019年 / 49卷 / 08期

关键词：

Autism spectrum disorder; Verbs; Caregiver input; Engagement state; Language; SUPPORTED JOINT ENGAGEMENT; YOUNG-CHILDREN; LANGUAGE-DEVELOPMENT; SPOKEN LANGUAGE; PRESCHOOLERS; UTTERANCES; ATTENTION; WORDS; HARD; CUES;

D O I：

10.1007/s10803-019-04041-w

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

The relation between caregiver follow-in utterances with verbs presented in different states of dyadic engagement and later child expressive verb vocabulary in children with autism spectrum disorder (ASD) was examined in 29 toddlers with ASD and their caregivers. Caregiver verb input in follow-in utterances presented during higher order supported joint engagement (HSJE) accounted for a significant, large amount of variance in later child verb vocabulary; R-2=.26. This relation remained significant when controlling for early verb vocabulary or verb input in lower support engagement states. Other types of talk in follow-in utterances in HSJE did not correlate with later verb vocabulary. These findings are an important step towards identifying interactional contexts that facilitate verb learning in children with ASD.

引用

页码：3102 / 3112

页数：11

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