Autism and Developmental Language Impairments最新文献

{"title":"Non-native language proficiency may influence the responsiveness of bilingual parents towards young children with autism: A short report.","authors":"Jodie Smith, Catherine A Bent, Cherie C Green, Alexandra Woollacott, Kristelle Hudry","doi":"10.1177/2396941519899684","DOIUrl":"https://doi.org/10.1177/2396941519899684","url":null,"abstract":"<p><strong>Background and aims: </strong>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 (<i>frequency</i>) and the promptness of these responses (<i>temporal synchrony</i>).</p><p><strong>Methods: </strong>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.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusions: </strong>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.</p><p><strong>Implications: </strong>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}

{"title":"Problem behavior in young children referred with language difficulties: Relations to language and intentional communication.","authors":"Rianne Jansen,&nbsp;Jarymke Maljaars,&nbsp;Anouk Verhappen,&nbsp;Inge Zink,&nbsp;Jean Steyaert,&nbsp;Ilse Noens","doi":"10.1177/2396941519900076","DOIUrl":"https://doi.org/10.1177/2396941519900076","url":null,"abstract":"<p><strong>Background and aims: </strong>This exploratory study aims to examine the relative contribution of language and intentional communication to internalizing and externalizing problem behavior.</p><p><strong>Methods: </strong>Twenty-nine Dutch-speaking children (age range 24-46 months) referred with language difficulties participated in this study. For the majority of children, these early language difficulties appeared to be part of a broader neurodevelopmental disorder, mainly autism spectrum disorder. Parent ratings on the Achenbach Child Behavior Checklist 1½-5 were predicted from children's language level and intentional communicative abilities, the latter being assessed by both parent report and direct observation. In all series of hierarchical regression analyses, chronological age and nonverbal mental age were included as covariates.</p><p><strong>Results: </strong>Parents commonly reported withdrawal, emotionally reactive behavior, attention problems, and aggressive behavior. Parent-rated intentional communication was the most important predictor of internalizing problem behavior and played an important role in the prediction of aggressive behavior as well. However, chronological age and/or nonverbal mental age also predicted parent-rated levels of externalizing problem behavior, especially attention problems.</p><p><strong>Conclusions: </strong>The relation between language difficulties and problem behavior may be influenced by maturation and children's ability to communicate intentionally.<b>Implications:</b> Language proficiency should, therefore, be independently assessed from children's intentional communicative abilities which, in turn, may differ across contexts.</p>","PeriodicalId":36716,"journal":{"name":"Autism and Developmental Language Impairments","volume":" ","pages":"2396941519900076"},"PeriodicalIF":0.0,"publicationDate":"2020-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2396941519900076","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40465657","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":"Modifying a naturalistic language intervention for use in an elementary school classroom.","authors":"Justin D Lane,&nbsp;Collin Shepley,&nbsp;Emily Sartini,&nbsp;Amanda Hogue","doi":"10.1177/2396941519896925","DOIUrl":"https://doi.org/10.1177/2396941519896925","url":null,"abstract":"<p><strong>Background and aims: </strong>We evaluated a naturalistic language intervention (NLI) targeting expanded forms of expressive communication (e.g., two-word phrases) for elementary-aged children with autism spectrum disorder (ASD) and/or intellectual disability (ID). This study extends the findings of a previous study that evaluated an NLI for preschool-aged children who displayed social communication delays. In the previous study, one child was considered a non-responder to the original intervention; children with similar pre-intervention profiles to the non-responder were recruited for this study to evaluate a modified version of the NLI with a new participant group.</p><p><strong>Methods: </strong>The NLI was evaluated within the context of a multiple probe design across children, with sessions conducted in a public school classroom. The modifications to the NLI resulted in varying dosages of the intervention provided across sessions and children. To analyze the moderating influence of the variation in dosage, we graphed each dosage variable to allow for a formative analysis of changes within and across study conditions.</p><p><strong>Results: </strong>Results indicated increases in the target behavior for all three children when compared to probe sessions; however, for one child the consistency of changes were variable and, as such, may not be socially significant.</p><p><strong>Conclusions and implications: </strong>This study extends the literature on conducting NLIs with minimally verbal children with ASD and ID in dynamic settings, like classrooms. Educators and related professionals can capitalize on natural opportunities for social communication in children who are minimally verbal but imitative by using naturalistic procedures to promote verbalizations during age-appropriate activities.</p>","PeriodicalId":36716,"journal":{"name":"Autism and Developmental Language Impairments","volume":" ","pages":"2396941519896925"},"PeriodicalIF":0.0,"publicationDate":"2020-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2396941519896925","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40704751","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":"Developmental Trajectory of Communication Repair in Children with Fragile X Syndrome.","authors":"Heather Fielding-Gebhardt,&nbsp;Steven F Warren,&nbsp;Nancy C Brady","doi":"10.1177/2396941520909014","DOIUrl":"https://doi.org/10.1177/2396941520909014","url":null,"abstract":"<p><strong>Background & aims: </strong>The development of communicative competence requires both language and social skills. The ability to repair following a communication breakdown is critical for continued conversational interchange and to ensure comprehension of bids for communication. Repair demonstrates adequate language and social skills. Children with Fragile X Syndrome (FXS) have difficulty with language development and social skills, which may result in delays or deficits in repair. Repair may be additionally impaired in children with FXS and co-morbid autism. This study examined the development of repair in children with FXS from toddlerhood into middle childhood.</p><p><strong>Methods: </strong>Fifty-five children with FXS and their biological mothers participated. Data were collected during in-home visits approximately every 18 months. Videotaped mother-child interactions were collected, as well as standardized assessments of language, social skills, and autism symptomology.</p><p><strong>Results: </strong>Children with FXS acquired the ability to repair at 90% mastery by three-and-a-half years of age. Multilevel logistic regressions predicting probability of repair indicated marginally significant effects of mean length of utterance and number of different words, and significant effects of global social skills and autism symptomology. Effect sizes were small to moderate.</p><p><strong>Conclusions: </strong>Ability to repair was measured in a naturalistic setting, which allowed children with FXS to utilize repairs in their daily interactions. Although children with FXS may have delayed development of repair relative to typically developing expectations, in general they nonetheless catch up and demonstrate a robust ability to repair by three-and-a-half years of age. However, this study provides evidence that individual differences in language and social skills may influence ability to repair in children with FXS. Finally, the relationship between autism symptoms and repair remains unclear, necessitating further exploration.</p><p><strong>Implications: </strong>Given the noted delay in repair in young children with FXS, clinicians working with this population should target development of this skill as early as possible to maximize successful social interactions. This may be particularly necessary for children with FXS and co-morbid autism.</p>","PeriodicalId":36716,"journal":{"name":"Autism and Developmental Language Impairments","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2396941520909014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38193975","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 word learning profile of adults with developmental language disorder.","authors":"Karla K McGregor,&nbsp;Timothy Arbisi-Kelm,&nbsp;Nichole Eden,&nbsp;Jacob Oleson","doi":"10.1177/2396941519899311","DOIUrl":"https://doi.org/10.1177/2396941519899311","url":null,"abstract":"<p><strong>Background and aims: </strong>Previous investigations of word learning problems among people with developmental language disorder suggest that encoding, not retention, is the primary deficit. We aimed to replicate this finding; test the prediction that word form, not the linking of form to referent, is particularly problematic; and determine whether women with developmental language disorder are better word learners than men with developmental language disorder.</p><p><strong>Methods: </strong>Twenty adults with developmental language disorder and 19 age-, sex-, and education-matched peers with typical language development attempted to learn 15 words by retrieval practice. Their retention was measured one day-, one week-, and one month after training.</p><p><strong>Results: </strong>The participants with developmental language disorder required more exposures to the word-referent pairs than the participants with typical language development to reach mastery. While training to mastery, they made more errors in word form production, alone or in combination with errors in linking forms to the correct referents, but the number of no attempts and pure link errors did not differ by group. Women demonstrated stronger retention of the words than men at all intervals. The developmental language disorder and typical language development groups did not differ at the one-day- and one-month retention intervals but the developmental language disorder group was weaker at the one-week interval. Review via retrieval practice at the one-day and one-week interval enhanced retention at the one-month interval; the review at one week was more beneficial than the review at one day. Women benefitted more from the review opportunities than men but the developmental language disorder and typical language development groups did not differ.</p><p><strong>Conclusions: </strong>Adults with developmental language disorder present with weaknesses in the encoding of new words but retention is a relative strength. Encoding word forms is especially challenging but encoding word-to-referent links is not. We interpret this profile, and the evidence of a female advantage, as consistent with the Procedural Circuit Deficit Hypothesis.</p><p><strong>Implications: </strong>When treating a client with developmental language disorder whose goal is to increase vocabulary knowledge, the interventionist should anticipate the need for multiple exposures to new words within activities that highlight the forms of the words and support their memory and production. Periodic review should serve to support long-term retention.</p>","PeriodicalId":36716,"journal":{"name":"Autism and Developmental Language Impairments","volume":"5 ","pages":"1-19"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2396941519899311","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39076885","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 Social Responsiveness Scale (SRS-2) in school-age children with Down syndrome at low risk for autism spectrum disorder.","authors":"Marie Moore Channell","doi":"10.1177/2396941520962406","DOIUrl":"https://doi.org/10.1177/2396941520962406","url":null,"abstract":"<p><strong>Background and aims: </strong>Little is known about how autism spectrum disorder (ASD) symptoms present in individuals with Down syndrome (DS). Some behaviors may be symptomatic of comorbid ASD or more broadly representative of the DS phenotype. A prior research study documented elevated ASD-like symptoms in adolescents and young adults with DS <i>without</i> comorbid ASD, using a common ASD risk screening tool-the Social Responsiveness Scale (SRS). The current study applied a similar approach to younger children with DS using the SRS-2. The primary aim was to document patterns of ASD-like symptoms in children with DS at low risk of comorbid ASD to distinguish the symptoms that may be present across DS in general.</p><p><strong>Methods: </strong>SRS-2 standard scores were analyzed in a sample of 40 children with DS, 6-11 years old, who were considered to be at low risk for ASD based on the Social Communication Questionnaire (SCQ) screener. Other developmental characteristics (i.e., age, nonverbal IQ, expressive language), social skills, and problem behaviors were also examined across the sample.</p><p><strong>Results: </strong>SRS-2 scores were significantly elevated in this sample compared to the normative population sample. A pattern of ASD-like symptomatology was observed across SRS-2 subdomains. These findings were similar to the findings of the prior study. However, nuanced differences were observed across the two samples that may represent developmental differences across different ages in this population.</p><p><strong>Conclusions: </strong>Replicating and extending a prior study's findings, certain ASD-like behaviors may occur in individuals with DS who are at low risk for comorbid ASD.</p><p><strong>Implications: </strong>Understanding the pattern of ASD-like behaviors that occur in children with DS who are at low risk for comorbid ASD will help clinicians in screening and identification efforts. In particular, it will lead to better specification of the behaviors or symptoms that are not characteristic of the DS phenotype and thus are red flags for comorbid ASD in this population.</p>","PeriodicalId":36716,"journal":{"name":"Autism and Developmental Language Impairments","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2396941520962406","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39114249","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":"Fiction or non-fiction: Parent-reported book preferences of their preschoolers with autism spectrum disorder","authors":"Rebecca D. Armstrong, Jessica Paynter, Marleen F. Westerveld","doi":"10.1177/2396941519896736","DOIUrl":"https://doi.org/10.1177/2396941519896736","url":null,"abstract":"Background and aims Children’s early interactions with books are important for fostering development of oral language and emergent literacy skills. It is not known whether children diagnosed with autism spectrum disorder show different preferences for text types in the home environment prior to school entry. The current study aimed to: (i) investigate parent-reports of the favourite books of their children with autism spectrum disorder compared to typically developing children and (ii) identify whether there are differences in the reasons why books were preferred across the two groups. Methods Participants included children (aged 26–70 months) with autism spectrum disorder (n = 41) and typically developing peers (n = 164). Parent-reports of their child’s current favourite book/s were coded as fiction versus non-fiction and also category type. Parents also reported why the book was considered a favourite and this was coded. Results There were no differences between groups for fiction versus non-fiction, with both groups preferring fiction (>95% of responses). A strong category preference for animal topics across both groups was present. Significant group differences were found when asked to select specific reasons for favourite book preferences. Conclusions This study provides preliminary evidence of similarities between preschool children with autism spectrum disorder and typically developing peers’ preferences for fiction books during the early years. Implications It should not be assumed that children with autism spectrum disorder have different preferences for book types compared to typically developing children in the early years of development. Providing preschoolers with a range of book types during the preschool years will help to facilitate early language and emergent literacy skills.","PeriodicalId":36716,"journal":{"name":"Autism and Developmental Language Impairments","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2396941519896736","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44286485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘This is what we’ve always wanted’: Perspectives on young autistic people’s transition from special school to mainstream satellite classes","authors":"A. Croydon, A. Remington, Lorcan Kenny, E. Pellicano","doi":"10.1177/2396941519886475","DOIUrl":"https://doi.org/10.1177/2396941519886475","url":null,"abstract":"Background & aims According to parents, teachers and policymakers alike, including autistic children and young people in mainstream schools is notoriously difficult – especially so for the significant minority of young people on the autism spectrum with additional intellectual, communication and behavioural needs. The current study sought to understand the perceived impact of one particular, emerging model of education, in which selected students from special schools are transferred to dedicated ‘satellite’ classes in local, mainstream partner schools, while continuing to receive the tailored curriculum and specialist teaching of the originating school. Methods We conducted interviews with London-based young autistic people (n = 19), their parents/carers and teachers to understand their experiences of transitioning from specialist to satellite mainstream provision. Results Participants overwhelmingly welcomed the prospect of transition and its perceived benefits in the short and longer term. Young people and families celebrated achieving access to ‘more normal places and things’, ‘seeing what others are doing’, and greater autonomy, without losing the trusted expert support of their former special school. Young people also felt a deep sense of belonging to their new mainstream school, despite only being minimally included in regular mainstream classes and activities. Teachers were equally positive and felt that their students had responded to higher expectations in their new mainstream schools, reportedly resulting in better behavioural regulation and more sustained attention in the classroom. Conclusions The strikingly positive evaluations provided by all participants suggest that this satellite model of education might have advantages for young autistic people with additional intellectual disability, when appropriate support extends across transition and beyond. Implications These findings shed light on the experiences of an under-researched group of autistic students and a specific model of education – following a needs-based perspective on inclusion – that seeks to extend their participation in local schools. Future research should examine the potential effects of satellite classrooms on the knowledge of, and attitudes toward, autism in non-autistic mainstream peers.","PeriodicalId":36716,"journal":{"name":"Autism and Developmental Language Impairments","volume":"36 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2396941519886475","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41302614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-perception of friendship style: Young adults with and without autism spectrum disorder","authors":"Erinn H. Finke, Jillian H. McCarthy, Natalie A Sarver","doi":"10.1177/2396941519855390","DOIUrl":"https://doi.org/10.1177/2396941519855390","url":null,"abstract":"Background It has been reported that people on the autism spectrum have difficulty making and maintaining friendships. Congruence of perspective on friendships and friendship practices may affect the frequency and intensity of friendships, but this is not well understood. Aims The aims of the current project were to identify the similarities and differences in the broad perspectives and friendship practices of young adults with and without autism. Method and procedures Young adults with and without autism between the ages of 18 and 24 years completed an online survey to determine the friendship preferences that most define the perspectives of young adults with autism. Outcomes and results The results identified primarily differences in the broad perspectives and friendship practices of young adults with and without autism spectrum disorder, which may provide a context for understanding the values and priorities that need to be considered as two people (whether they have an autism spectrum disorder diagnosis or not) embark on a new potential friendship, and may help people with autism (as well as clinicians, educators, and caregivers) understand why some friendships flounder and others are established and maintained with relative ease.","PeriodicalId":36716,"journal":{"name":"Autism and Developmental Language Impairments","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2396941519855390","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43891044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The gesture–language association over time in toddlers with and without language delays","authors":"S. S. Manwaring, Lauren B Swineford, Danielle L. Mead, Chih-Ching Yeh, Yue Zhang, A. Thurm","doi":"10.1177/2396941519845545","DOIUrl":"https://doi.org/10.1177/2396941519845545","url":null,"abstract":"Background and aims Young children with language delays or other factors that heighten risk for autism spectrum disorder often show reduced gesture use. In particular, deictic gestures such as pointing and showing are reported to be deficient in young children with autism spectrum disorder, and their use has been found to predict expressive vocabulary development. The first aim of this study was to examine the production of two types of gestures (deictic and conventional) for two communicative functions (behavior regulation and joint attention) across two observational contexts in a sample of 18-month-old toddlers with significant language delays compared to typical controls. The second aim was to examine if and how gesture use (type and communicative function) at 18 months is associated with later receptive and expressive language. Methods Toddlers with significant language delays (n = 30) or typical development (n = 62) were drawn from longitudinal studies of early language delay as a risk factor for autism spectrum disorder. Toddlers identified with early language delay were classified based on a diagnosis of autism spectrum disorder (n = 12) or non-autism spectrum disorder (n = 18) after an evaluation at 36 months. Gestures were coded from video recordings of the Communication and Symbolic Behavior Scales Developmental Profile–Behavior Sample and a naturalistic parent–child interaction obtained at 18 months. Language outcomes included receptive and expressive age equivalents from the Mullen Scales of Early Learning and the number of words produced on the MacArthur–Bates Communicative Development Inventories. Results At 18 months, toddlers with language delay showed reduced deictic and conventional gesture use in both the Communication and Symbolic Behavior Scales Developmental Profile–Behavior Sample and parent–child interaction compared to toddlers with typical development. Within the language delay group, toddlers with an autism spectrum disorder diagnosis at outcome also produced significantly fewer deictic gestures than those without an autism spectrum disorder diagnosis across both communicative functions and observational contexts. While all groups of toddlers gestured more in the Communication and Symbolic Behavior Scales Developmental Profile–Behavior Sample, the mean difference in gesture use between the Communication and Symbolic Behavior Scales Developmental Profile–Behavior Sample and parent–child interaction was significantly larger in toddlers with typical development than language delay for deictic gestures, as compared to the difference between the two contexts for conventional gestures. In the combined sample, a significant association was found between deictic gestures used in the Communication and Symbolic Behavior Scales Developmental Profile–Behavior Sample and change in the number of words produced from 18 to 36 months, accounting for significant demographic and developmental confounders. Conclusions Findings show that e","PeriodicalId":36716,"journal":{"name":"Autism and Developmental Language Impairments","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2396941519845545","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42324049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}