A new measure of child vocal reciprocity in children with autism spectrum disorder

Harbison, Amy L.; Woynaroski, Tiffany G.; Tapp, Jon; Wade, Joshua; Warlaumont, Anne S.; Yoder, Paul J.

doi:10.1002/aur.1942

Cited by 24 publications

(23 citation statements)

References 31 publications

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“…It could be that different types of PVR are more conducive to improving language at different developmental stages. For example, PVR to children's focus of attention could be most effective in improving child language when children are looking around in their environment and actively learning words, while PVR to children's communication acts could be most helpful when children are learning to produce complex nonword speech sounds (i.e., canonical syllables) and receive immediate parental models [Harbison, Yoder, Wade, & Warlaumont, ]. The role of children's behaviors during responsive parent interactions should be further examined.…”

Section: Discussionmentioning

confidence: 99%

The relation between parent verbal responsiveness and child communication in young children with or at risk for autism spectrum disorder: A systematic review and meta‐analysis

2019

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Among preschool-age children with autism spectrum disorder (ASD) and typically developing children, parents' verbal responsiveness (PVR) has long been shown to predict children's later language ability. However, before the age of three, when language develops most rapidly, the early social communication deficits associated with ASD may impact parents' opportunities to facilitate early language development. The aim of this review was to characterize the relation between PVR and the vocal communication ability of children with or at high risk for ASD early in development. Specifically, we examined whether the relation between PVR and child communication varied by type of PVR and by child diagnostic status, as well as whether interventions increased PVR. A systematic multi-database search yielded 25 empirical studies (804 parent-toddler dyads; 30 effect sizes) that met inclusion criteria and related a variable of PVR to a variable of child vocalization or language. Meta-regression analyses revealed that the relation between PVR and child communication was significant regardless of PVR type or child diagnostic status. To date, interventions targeting both PVR and child communication were found to significantly increase PVR, but not child communication, for these populations. Future research should examine parent-child communication in a transactional, longitudinal manner. In addition, these findings have implications for interventions designed to target parents' responsiveness and child communication. Autism Res 2019, 12: 715-731.Lay Summary: For families with children under 3 years old who are at risk for or diagnosed with ASD, this study revealed empirical evidence of a robust relation between parents'' verbal responsiveness to their children's play and communication and children's communication ability. This relation is similar to that reported in research on typically developing children. Interventions designed to improve parent-child interaction in children with or at risk for ASD may be effective in increasing parents' responsiveness.

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Section: Discussionmentioning

confidence: 99%

The relation between parent verbal responsiveness and child communication in young children with or at risk for autism spectrum disorder: A systematic review and meta‐analysis

2019

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“…Because prompt parent responses increased the likelihood of the next child vocalization to be speech-like, the authors suggest that parental adaptation to the child might underlie differential developmental trajectories, a claim supported by the results of a computer simulation of longitudinal effects of this feedback loop. The results were then replicated on a second sample (Harbison et al, 2018). In the current study, we extend these findings by investigating reciprocal effects of child language on parent language using the lexical and grammatical measures of word types and tokens, and MLU, and compare these in dyads involving TD children vs. children with ASD.…”

Section: Reciprocal Processes In Language Acquisitionmentioning

confidence: 99%

Hearing me hearing you: Reciprocal effects between child and parent language in autism and typical development

et al. 2019

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Language development in typically developing children (TD) has traditionally been investigated in relation to environmental factors, while language in children with autism spectrum disorder (ASD) has primarily been related to child-based factors. We employ a longitudinal corpus of 32 preschoolers with ASD and 35 linguistically matched TD peers recorded over 6 visits (ranging between 2 and 5 years of age) to investigate the relative importance of child-based and environmental factors in language development for both populations. We also investigate the reciprocal interaction between children's response to parents' input, and parents' response to children's production. We report six major findings. (1) Children's production of word types, tokens, and MLU increased across visits, and were predicted by their Expressive Language (EL) (positively) and diagnosis (negatively) from Visit 1. (2) Parents' production also increased across visits, and was predicted by their child's nonverbal cognition (positively) and diagnosis (negatively) from Visit 1. (3) At all visits and across groups, children and parents matched each other in lexical and syntactic production; (4) Parents who produced longer MLUs during a given visit had children who produced more word types and tokens, and had longer MLUs, at the subsequent visit. (5) When both child EL at Visit 1 and parent MLU were included in the model, both contributed significantly to future child language; however, EL accounted for a greater proportion of the variance. (6) Finally, children's speech significantly predicted parent speech at the next visit. Taken together, these results draw more attention to the importance of child-based factors in the early language development of TD children, and to the importance of parental language factors in the early language development of children with ASD.

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“…This patterning of dyadic vocal interaction has been portrayed as a social feedback loop wherein adults are more likely to reply contingently to infants' speech-like vocalizations and infants are more likely to produce speech-like vocalizations following contingent adult speech [15,23,25]. Analyzing two-and three-event vocal sequences has utility in measuring the reciprocity of these vocal exchanges [26,27]. Nonetheless, adult contingent responses can take a variety of forms and serve different functions.…”

Section: Contingent Adult Responsesmentioning

confidence: 99%

“…Finally, three-event sequence codes (i.e., infant vocalization-adult utterance-infant vocalization) centered around each caregiver utterance were created to identify sequences where specific infant vocalization types were followed by specific adult response types that were subsequently followed by specific infant vocalization types. The three-event sequences analyzed were chosen based on sequences hypothesized to be relevant based on prior research [10,14,25,26]. These analyses served to complement analyses focusing separately on the frequency of specific response types and the frequency of specific infant vocalization types by relating children's vocabulary levels to sequences of specific infant and adult behaviors.…”

Section: Plos Onementioning

confidence: 99%

“…As mentioned in the introduction, analyzing two-and three-event vocal sequences are a way to assess reciprocal vocal exchanges [26,27]. We initially used two-event sequences to determine whether infant canonical or non-canonical vocalizations preceding instances of adult like-sound responding were positively associated with infant word production.…”

Section: Analytic Strategymentioning

confidence: 99%

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Adult responses to infant prelinguistic vocalizations are associated with infant vocabulary: A home observation study

et al. 2020

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This study used LENA recording devices to capture infants’ home language environments and examine how qualitative differences in adult responding to infant vocalizations related to infant vocabulary. Infant-directed speech and infant vocalizations were coded in samples taken from daylong home audio recordings of 13-month-old infants. Infant speech-related vocalizations were identified and coded as either canonical or non-canonical. Infant-directed adult speech was identified and classified into different pragmatic types. Multiple regressions examined the relation between adult responsiveness, imitating, recasting, and expanding and infant canonical and non-canonical vocalizations with caregiver-reported infant receptive and productive vocabulary. An interaction between adult like-sound responding (i.e., the total number of imitations, recasts, and expansions) and infant canonical vocalizations indicated that infants who produced more canonical vocalizations and received more adult like-sound responses had higher productive vocabularies. When sequences were analyzed, infant canonical vocalizations that preceded and followed adult recasts and expansions were positively associated with infant productive vocabulary. These findings provide insights into how infant-adult vocal exchanges are related to early vocabulary development.

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A new measure of child vocal reciprocity in children with autism spectrum disorder

Cited by 24 publications

References 31 publications

The relation between parent verbal responsiveness and child communication in young children with or at risk for autism spectrum disorder: A systematic review and meta‐analysis

The relation between parent verbal responsiveness and child communication in young children with or at risk for autism spectrum disorder: A systematic review and meta‐analysis

Hearing me hearing you: Reciprocal effects between child and parent language in autism and typical development

Adult responses to infant prelinguistic vocalizations are associated with infant vocabulary: A home observation study

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