Caregiver Language Input in Different Engagement States During Play Interactions With Toddlers With Autism: An Observational Study.

Abstract

Caregiver language input is a key component of children's early developmental environment, with its nature likely varying based on certain characteristics. This study explored how caregiver language input differed across different engagement states for 12-24-month-old toddlers with autism spectrum disorder (ASD; n = 39) or typically developing (TD) toddlers (n = 31) based on their ages and spoken language during the interaction in Chinese contexts. Caregiver language was analyzed during 10-min naturalistic dyadic play interactions, including the mean length of utterances, total frequency of input, functional features (include affect-salient speech, directives, questions, labeling, descriptions, and attention getters), and the integrated proportion of utterances and gestures. Toddlers' spoken language during the interaction and ages were also assessed. Caregivers of toddlers with ASD employed fewer questions and more attention-getters compared to those of TD toddlers. Caregivers adjusted language input based on toddlers' engagement states and ages but not spoken language during the interaction. These findings indicate that Chinese caregiver language input is dynamic and context sensitive. The behavioral characteristics of Chinese toddlers with ASD might shape the unique characteristics of such input.