Autism and Developmental Language Impairments最新文献

{"title":"Coconuts and curtain cakes: The production of <i>wh</i>-questions in ASD.","authors":"Nufar Sukenik,&nbsp;Eléonore Morin,&nbsp;Naama Friedmann,&nbsp;Philippe Prevost,&nbsp;Laurice Tuller","doi":"10.1177/2396941520982953","DOIUrl":"https://doi.org/10.1177/2396941520982953","url":null,"abstract":"<p><strong>Background and aims: </strong>Children with autism spectrum disorders (ASD) have been found to exhibit difficulties in <i>wh</i>-question production. It is unclear whether these difficulties are pragmatic or syntactic in nature. The current study used a question elicitation task to assess the production of subject and object <i>wh</i>-questions of children with ASD in two different languages (Hebrew and French) wherein the syntactic structure of <i>wh</i>-questions is different, a fact that may contribute to better understanding of the underlying deficits affecting <i>wh</i>-question production. Crucially, beyond the general correct/error rate we also performed an in-depth analysis of error types, comparing syntactic to pragmatic errors and comparing the distribution of errors in the ASD group to that of children with typical development (TD) and children with Developmental Language Disorder (DLD).</p><p><strong>Results: </strong>Correct production rates were found to be similar for the ASD and DLD groups, but error analysis revealed important differences between the ASD groups in the two languages and the DLD group. The Hebrew- and French ASD groups were found to produce pragmatic errors, which were not found in children with DLD. The pragmatic errors were similar in the two ASD groups. Syntactic errors were affected by the structure of each language.</p><p><strong>Conclusions: </strong>Our results have shown that although the two ASD groups come from different countries and speak different languages, the correct production rates and more importantly, the error types were very similar in the two ASD groups, and very different compared to TD children and children with DLD.<b>Implications:</b> Our results highlight the importance of creating research tasks that test different linguistic functions independently and strengthen the need for conducting fine-grained error analysis to differentiate between groups and gain insights into the deficits underlying each of them.</p>","PeriodicalId":36716,"journal":{"name":"Autism and Developmental Language Impairments","volume":" ","pages":"2396941520982953"},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2396941520982953","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40686820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Differential responses to child communicative behavior of parents of toddlers with ASD.","authors":"Adrienne M De Froy,&nbsp;Megan E Sims,&nbsp;Benjamin M Sloan,&nbsp;Sebastian A Gajardo,&nbsp;Pamela Rosenthal Rollins","doi":"10.1177/2396941520984892","DOIUrl":"https://doi.org/10.1177/2396941520984892","url":null,"abstract":"<p><strong>Background and aims: </strong>The quality of parent verbal input-diverse vocabulary that is well-matched to the child's developmental level within interactions that are responsive to their interests-has been found to positively impact child language skills. For typically developing (TD) children, there is evidence that more advanced linguistic and social development differentially elicits higher quality parent input, suggesting a bidirectional relationship between parent and child. The purpose of this study was to evaluate if toddlers with ASD also differentially elicit parental verbal input by (1) analyzing the quality of parent input to the communicative behavior of their toddlers with ASD, (2) examining if parents respond differentially to more advanced toddler communicative behavior, as measured by the coordination of multiple communicative behaviors, and (3) exploring the relationship between parental responsiveness to child communicative behaviors and change in child communication and social skills.</p><p><strong>Methods: </strong>Participants were 77 toddlers with ASD age 18-39 months and a parent who participated in a larger RCT. Ten-minute parent-toddler interactions were recorded prior to a 12-week intervention. Parent response to child communicative behaviors was coded following each child communicative behavior as no acknowledgment, responsive, directive, or nonverbal acknowledgment. Parent number of different words and difference between parent and child MLU in words were calculated separately for responsive and directive parent utterances. Child growth in language and social skills was measured using the Vineland II Communication and Socialization domain scores, respectively.</p><p><strong>Results: </strong>(1) Parents were largely responsive to their toddler's communication. When being responsive (as opposed to directive), parents used a greater number of different words within utterances that were well-matched to child language; (2) when toddlers coordinated communicative behaviors (versus producing an isolated communicative behavior), parents were more likely to respond and their replies were more likely to be responsive; and (3) parent responsiveness to child coordinated communication was significantly correlated with change in Vineland II Socialization but not Communication. A unique role of <i>gaze coordinated</i> child communication in eliciting responsive parental behaviors and improving growth in child social skills emerged.</p><p><strong>Conclusions: </strong>Our results support a bidirectional process between responsive parent verbal input and the social development of toddlers with ASD, with less sophisticated child communicative behaviors eliciting lower quality parent input.<b>Implications</b>: Our findings highlight the critical role of early parent-mediated intervention for children with ASD generally, and to enhance eye gaze through parent responsivity more specifically.</p>","PeriodicalId":36716,"journal":{"name":"Autism and Developmental Language Impairments","volume":" ","pages":"2396941520984892"},"PeriodicalIF":0.0,"publicationDate":"2021-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2396941520984892","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40687757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reading outcomes in children with developmental language disorder: A person-centered approach.","authors":"Marja C Erisman,&nbsp;Elma Blom","doi":"10.1177/2396941520979857","DOIUrl":"https://doi.org/10.1177/2396941520979857","url":null,"abstract":"<p><strong>Background and aims: </strong>Many children with Developmental Language Disorder (DLD) develop reading difficulties. The purpose of this study is to better understand variation in the reading outcomes of children with DLD using a person-centered approach.</p><p><strong>Method: </strong>87 monolingual Dutch children diagnosed with DLD performed at ages 5 or 6 years nine tests of nonverbal IQ, oral language proficiency, phonological memory (PM) and executive functioning (EF). Two years later, the same children were tested on single (non-)word reading. Latent profile analyses were conducted to identify profiles based on oral language proficiency, phonological memory and executive functioning at age 5-6 years, which, in turn, were related to nonverbal IQ and to single-word reading two years later.</p><p><strong>Results: </strong>Four profiles were identified and labelled relative to their position within the DLD-sample: 1. Weak performance overall, 2. Strong EF-average language and PM, 3. Mild working memory (WM) deficiencies-average language and PM, 4. Strong development overall. Profiles 1 and 3 had below average nonverbal IQ scores and were associated with low word reading outcomes two years later.</p><p><strong>Conclusions: </strong>Within the group of children with DLD, children with relatively weak oral language, phonological memory and executive functioning, or children with working memory deficiencies are most at risk for developing reading difficulties. The findings support a multiple risk framework and confirm that a person-centered approach is promising in predicting reading outcomes in DLD.<b>Implications:</b> Research into individual differences in DLD is dominated by variable-centered approaches. This study illustrates how a person-centered approach, which views variables as properties of individuals, captures variation in the DLD-population. Using this bottom-up approach, the study highlights how an individual's strengths and weaknesses across different developmental domains can be combined into profiles that relate to later reading outcomes. As such, it can provide an example for future DLD research.</p>","PeriodicalId":36716,"journal":{"name":"Autism and Developmental Language Impairments","volume":" ","pages":"2396941520979857"},"PeriodicalIF":0.0,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2396941520979857","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40465654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Initiation and response of joint attention bids in autism spectrum disorder children depend on the visibility of the target.","authors":"Federica Cilia,&nbsp;Claire Touchet,&nbsp;Luc Vandromme,&nbsp;Barbara Le Driant","doi":"10.1177/2396941520950979","DOIUrl":"https://doi.org/10.1177/2396941520950979","url":null,"abstract":"Background and aims Response to joint attention (RJA) and initiation of joint attention (IJA) are impaired in pre-schoolers with autism spectrum disorder (ASD). Children’s response to joint attention may depend on the presence of the target in the child's field of vision or on the type of deictic index (head and eye orientation, pointing and verbalisations) used by the adult to initiate joint attention. Methods This study deals with 50 ASD children aged from 2 years 8 months to 11 years 7 months, with a communicative level comparable to children under 31 months of age, according to the French version of the Early Social Communication Scales (ECSP, by its French acronym). We compared the aforementioned ASD children with 50 typically developing (TD) children, aged 9 to 30 months who had no communication disorders according to the ECSP. During the ECSP test, we analysed joint attention behaviours on three posters present or absent from the children's visual field. Results We did not observe any difference in the number of IJAs between groups, but ASD children were less responsive than TD children were. Our results showed a developmental progression in the responses of children with ASD if several deictic cues were used by an adult simultaneously (looking and pointing, or looking and verbalising to indicate a target), whether the referent was present or absent from the child’s visual field. In addition, we observed developmental progression when the referent was behind the child and the adult only used their gaze to refer to it. Conclusion Thus, we argue that the type of cues used affects ASD children’s response behaviours during joint attention towards a referent that may be present or absent from their visual field. Implications: Regarding the social and the sensory difficulties of children with ASD, many therapeutic approaches focus their intervention methods on non-verbal communication skills and joint attention. This fundamental research makes it possible to identify the most appropriate type of deictic index for children with ASD with developmental delay, depending on the presence or absence of the referent in the child's visual field.","PeriodicalId":36716,"journal":{"name":"Autism and Developmental Language Impairments","volume":" ","pages":"2396941520950979"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2396941520950979","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40710212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lower verbalizability of visual stimuli modulates differences in estimates of working memory capacity between children with and without developmental language disorders.","authors":"Seçkin Arslan,&nbsp;Lucie Broc,&nbsp;Fabien Mathy","doi":"10.1177/2396941520945519","DOIUrl":"https://doi.org/10.1177/2396941520945519","url":null,"abstract":"<p><strong>Background and aims: </strong>Children with developmental language disorder (DLD) often perform below their typically developing peers on verbal memory tasks. However, the picture is less clear on visual memory tasks. Research has generally shown that visual memory can be facilitated by verbal representations, but few studies have been conducted using visual materials that are not easy to verbalize. Therefore, we attempted to construct non-verbalizable stimuli to investigate the impact of working memory capacity.</p><p><strong>Method and results: </strong>We manipulated verbalizability in visual span tasks and tested whether minimizing verbalizability could help reduce visual recall performance differences across children with and without developmental language disorder. Visuals that could be easily verbalized or not were selected based on a pretest with non-developmental language disorder young adults. We tested groups of children with developmental language disorder (N = 23) and their typically developing peers (N = 65) using these high and low verbalizable classes of visual stimuli. The memory span of the children with developmental language disorder varied across the different stimulus conditions, but critically, although their storage capacity for visual information was virtually unimpaired, the children with developmental language disorder still had difficulty in recalling verbalizable images with simple drawings. Also, recalling complex (galaxy) images with low verbalizability proved difficult in both groups of children. An item-based analysis on correctly recalled items showed that higher levels of verbalizability enhanced visual recall in the typically developing children to a greater extent than the children with developmental language disorder.<b>Conclusions and clinical implication</b>: We suggest that visual short-term memory in typically developing children might be mediated with verbal encoding to a larger extent than in children with developmental language disorder, thus leading to poorer performance on visual capacity tasks. Our findings cast doubts on the idea that short-term storage impairments are limited to the verbal domain, but they also challenge the idea that visual tasks are essentially visual. Therefore, our findings suggest to clinicians working with children experiencing developmental language difficulties that visual memory deficits may not necessarily be due to reduced non-verbal skills but may be due to the high amount of verbal cues in visual stimuli, from which they do not benefit in comparison to their peers.</p>","PeriodicalId":36716,"journal":{"name":"Autism and Developmental Language Impairments","volume":" ","pages":"2396941520945519"},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2396941520945519","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40704749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What does success mean for autistic men? A narrative exploration of self-determination.","authors":"Amanda A Webster,&nbsp;Susanne Garvis","doi":"10.1177/2396941520945522","DOIUrl":"https://doi.org/10.1177/2396941520945522","url":null,"abstract":"<p><strong>Background: </strong>Studies involving autistic adults have often focused on negative outcomes and quality of life ratings.</p><p><strong>Aims: </strong>This study provides a different viewpoint by examining the perspectives of autistic men who consider themselves to be successful.</p><p><strong>Methods: </strong>Data were gathered from 10 men who shared their experiences and perceptions regarding their journey to achieve success. Self-determination theory provided a useful lens for examining the men's narratives and understanding the factors that led to their success.</p><p><strong>Results: </strong>Analysis of interviews revealed four main themes: (1) being my own self, (2) a competent professional, (3) solving problems in a neurotypical world, and (4) relating and connecting. These themes reflect the men's perception of their own self-determination including their autonomy, competence, and relatedness with others.</p><p><strong>Conclusions: </strong>The men's sense of success was derived from their ability to achieve competence in their work, act without help or influence from others and demonstrate a high level of self-awareness and self-reflection. Despite this, many continued to experience difficulty in the social areas of their lives.<b>Implications:</b> These findings suggest that self-determination theory may present an alternative and more positive means of enacting support programs for autistic individuals, and males in particular.</p>","PeriodicalId":36716,"journal":{"name":"Autism and Developmental Language Impairments","volume":" ","pages":"2396941520945522"},"PeriodicalIF":0.0,"publicationDate":"2020-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2396941520945522","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40476926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The influence of labelling on symbolic understanding and dual representation in autism spectrum condition.","authors":"Bethany R Wainwright,&nbsp;Melissa L Allen,&nbsp;Kate Cain","doi":"10.1177/2396941520931728","DOIUrl":"https://doi.org/10.1177/2396941520931728","url":null,"abstract":"<p><strong>Background and aims: </strong>Children with autism spectrum condition often have specific difficulties understanding that pictorial symbols refer to real-world objects in the environment. We investigated the influence of labelling on the symbolic understanding and dual representation of children with autism spectrum condition.</p><p><strong>Methods: </strong>Children with autism spectrum condition and typically developing children were shown four coloured photographs of objects that had different functions across four separate trials. The participants were given either a novel label alongside a description of the object's function or a description of the object's function without a label. Children were then given 30 seconds to interact with an array of stimuli (pictures and objects) in a mapping test and in a generalisation test for each trial. This exploration phase allowed for spontaneous word-picture-referent mapping through free-play, providing an implicit measure of symbolic understanding.</p><p><strong>Results: </strong>We found no significant difference in word-picture-referent mapping between groups and conditions. Both groups more often performed the described action on the target object in the exploration phase regardless of condition.</p><p><strong>Conclusions and implications: </strong>Our results suggest that a spontaneous measure of symbolic understanding (such as free-play) may reveal competencies in word-picture-referent mapping in autism spectrum condition.</p>","PeriodicalId":36716,"journal":{"name":"Autism and Developmental Language Impairments","volume":" ","pages":"2396941520931728"},"PeriodicalIF":0.0,"publicationDate":"2020-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2396941520931728","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40476929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition.","authors":"Bethany R Wainwright,&nbsp;Melissa L Allen,&nbsp;Kate Cain","doi":"10.1177/2396941520917943","DOIUrl":"https://doi.org/10.1177/2396941520917943","url":null,"abstract":"<p><strong>Background and aims: </strong>Children with autism spectrum condition often have specific difficulties with narrative comprehension, a skill which has a strong association with both concurrent and longitudinal reading comprehension. A better understanding of narrative comprehension skills in autism spectrum condition has the potential to provide insight into potential later reading comprehension difficulties and inform early targeted intervention. In the current study, the main objective was to investigate how differences in the medium of story presentation (paper-book vs. e-book) and differences in story narration (adult narration vs. in-app narration) would influence narrative comprehension in general, and between groups (autism spectrum condition and a receptive language-matched control group). We were also interested in how task engagement (visual attention and communication) differed between group and conditions and whether task engagement was related to narrative comprehension.</p><p><strong>Method: </strong>Forty-two children with autism spectrum condition and 42 typically developing children were read a story either via a paper-book or an e-book with interactive and multimedia features. The e-book was either narrated by the experimenter (adult narrated iPad condition) or narrated by an in-app voiceover (e-book narrated iPad condition). Children's behaviour during storybook reading was video recorded and coded for engagement (visual attention and communication). They then completed two measures of narrative comprehension: multiple-choice questions (measuring recall of literal information) and a picture ordering task (measuring global story structure).</p><p><strong>Results: </strong>Contrary to predictions, we did not find any significant group or condition differences on either measure of narrative comprehension, and both groups demonstrated a similar level of narrative comprehension across the three conditions. We found differences in engagement between conditions for both groups, with greater visual attention in the e-book conditions compared to the paper-book condition. However, visual attention only significantly correlated with narrative comprehension for the typically developing group.</p><p><strong>Conclusion: </strong>Overall, this study suggests that children with autism spectrum condition are just as able as language-matched peers to comprehend a narrative from storybooks. Presenting a story on an iPad e-book compared to a paper-book does not influence narrative comprehension, nor does adult narration of the story compared to in-app narration. However, on-task engagement is linked to narrative comprehension in typically developing children.<b>Implications:</b> Taken together, our findings suggest that e-books may be more successful than paper-based mediums at encouraging visual attention towards the story, but no better at supporting narrative comprehension and eliciting communication.</p>","PeriodicalId":36716,"journal":{"name":"Autism and Developmental Language Impairments","volume":" ","pages":"2396941520917943"},"PeriodicalIF":0.0,"publicationDate":"2020-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2396941520917943","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40704748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lessons learned in practice-based research: Studying language interventions for young children in the real world.","authors":"Rachael E Smyth,&nbsp;Julie Theurer,&nbsp;Lisa Md Archibald,&nbsp;Janis Oram Cardy","doi":"10.1177/2396941520913482","DOIUrl":"https://doi.org/10.1177/2396941520913482","url":null,"abstract":"<p><strong>Background and aims: </strong>Practice-based research holds potential as a promising solution to closing the research-practice gap, because it addresses research questions based on problems that arise in clinical practice and tests whether systems and interventions are effective and sustainable in a clinical setting. One type of practice-based research involves capturing practice by collecting evidence within clinical settings to evaluate the effectiveness of current practices. Here, we describe our collaboration between researchers and clinicians that sought to answer clinician-driven questions about community-based language interventions for young children (Are our interventions effective? What predicts response to our interventions?) and to address questions about the characteristics, strengths, and challenges of engaging in practice-based research.</p><p><strong>Methods: </strong>We performed a retrospective chart review of 59 young children who had participated in three group language interventions at one publicly funded community clinic between 2012 and 2017. Change on the Focus on the Outcomes of Communication Under Six (FOCUS), a government mandated communicative participation measure, was extracted as the main outcome measure. Potential predictors of growth during intervention were also extracted from the charts, including type of intervention received, attendance, age at the start of intervention, functional communication ability pre-intervention, and time between pre- and post-intervention FOCUS scores.</p><p><strong>Results: </strong>Overall, 49% of children demonstrated meaningful clinical change on the FOCUS after their participation in the language groups. Only 3% of participants showed possibly meaningful clinical change, while the remaining 46% of participants demonstrated not likely meaningful clinical change. There were no significant predictors of communicative participation growth during intervention.</p><p><strong>Conclusions: </strong>Using a practice-based research approach aimed at capturing current practice, we were able to answer questions about the effectiveness of interventions delivered in real-world settings and learn about factors that do not appear to influence growth during these interventions. We also learned about benefits associated with engaging in practice-based research, including high clinical motivation, high external validity, and minimal time/cost investment. Challenges identified were helpful in informing our future efforts to examine other possible predictors through development of a new, clinically feasible checklist, and to pursue methods for improving collection of outcome data in the clinical setting.<b>Implications:</b> Clinicians and researchers can successfully collaborate to answer clinically informed research questions while considering realistic clinical practice and using research-informed methods and principles. Practice-based research partnerships between researchers and clinic","PeriodicalId":36716,"journal":{"name":"Autism and Developmental Language Impairments","volume":" ","pages":"2396941520913482"},"PeriodicalIF":0.0,"publicationDate":"2020-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2396941520913482","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40710216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Non-native language proficiency may influence the responsiveness of bilingual parents towards young children with autism: A short report.","authors":"Jodie Smith,&nbsp;Catherine A Bent,&nbsp;Cherie C Green,&nbsp;Alexandra Woollacott,&nbsp;Kristelle Hudry","doi":"10.1177/2396941519899684","DOIUrl":"https://doi.org/10.1177/2396941519899684","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background and aims: &lt;/strong&gt;Although bilingualism is a common worldwide phenomenon, limited research has considered the experiences of children with autism growing up in bilingual environments. Here, we investigated the potential influence of parental bilingualism, and native vs. non-native language use, on responsiveness to children's communication attempts during parent-child interactions where the child had autism. Specifically, we investigated the amount of parent responses to child verbal communication (&lt;i&gt;frequency&lt;/i&gt;) and the promptness of these responses (&lt;i&gt;temporal synchrony&lt;/i&gt;).&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;Participants were 22 monolingual and 20 bilingual parents and their children with autism aged 2-6 years, recruited from a multicultural, metropolitan city where English is the dominant language. Extending from our previous report on this sample, we identified the frequency and temporal synchrony of parent responses from filmed 10-minute free-play sessions. Monolingual parents were videoed during one free-play session in English. Bilingual parents were videoed during two free-play sessions; one in their native language and one in English. We compared the frequency and temporal synchrony of parental responses across monolingual and bilingual parent groups and, for bilingual parents, across native vs. non-native (English) language interaction samples. Finally, we examined how other measures of bilingual parents' non-native language proficiency were associated with interaction responsiveness measures.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;When using their native language, bilingual parents demonstrated reduced frequency of responsiveness (even when controlling for opportunities provided by the child) and less temporal synchrony to child communication compared to English-speaking monolingual parents. Bilingual parents were also less frequently responsive (but not less temporally synchronous) during their native- compared to during their non-native (English) language interactions. Moreover, for bilingual parents, more frequent responsiveness to child communication bids when interacting in non-native English was associated with greater assessed English vocabulary knowledge.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;In this sample, use of non-native English did not appear to adversely affect how often, or how quickly, bilingual parents responded to their children's verbal communication bids. However, nor did we find evidence of a native-language advantage. Rather, during English-language interactions, when these bilingual parents were responsive towards their children, this was on par with rates and timing of responsiveness shown by English-speaking monolinguals. This may partly be explained by bilinguals' non-native language proficiency, and habitual use/personal dominance patterns.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Implications: &lt;/strong&gt;These data suggest no definitive drawback of non-native language use for synchronous responsiveness by bilingual par","PeriodicalId":36716,"journal":{"name":"Autism and Developmental Language Impairments","volume":" ","pages":"2396941519899684"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2396941519899684","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40476923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}