Learning Language in Autism: Maternal Linguistic Input Contributes to Later Vocabulary

Abstract

It is well established that children with typical development (TYP) exposed to more maternal linguistic input develop larger vocabularies. We know relatively little about the linguistic environment available to children with autism spectrum disorders (ASD), and whether input contributes to their later vocabulary. Children with ASD or TYP and their mothers from English and French-speaking families engaged in a 10 min free-play interaction. To compare input, children were matched on language ability, sex, and maternal education (ASD n = 20, TYP n = 20). Input was transcribed, and the number of word tokens and types, lexical diversity (D), mean length of utterances (MLU), and number of utterances were calculated. We then examined the relationship between input and children's spoken vocabulary 6 months later in a larger sample (ASD: n = 19, 50-85 months; TYP: n = 44, 25-58 months). No significant group differences were found on the five input features. A hierarchical multiple regression model demonstrated input MLU significantly and positively contributed to spoken vocabulary 6 months later in both groups, over and above initial language levels. No significant difference was found between groups in the slope between input MLU and later vocabulary. Our findings reveal children with ASD and TYP of similar language levels are exposed to similar maternal linguistic environments regarding number of word tokens and types, D, MLU, and number of utterances. Importantly, linguistic input accounted for later vocabulary growth in children with ASD.

The integrity of lexical acquisition mechanisms in autism spectrum disorders: A research review

“…Importantly, despite the social impairments associated with ASD, children are sensitive to many of the same reciprocal aspects of parental language as TD children. In general, parents of children with ASD provide a similar quantity and quality of language input as parents of TD children in naturalistic play interactions [Bang & Nadig, ] and when presenting new words [Adamson, Bakeman, Deckner, & Nelson, ; Hani et al, ], and just as with TD children, quantity and quality of input predict language skill [Bang & Nadig, ]. In fact, as Naigles [] points out, “What is most remarkable about the extant research … is how similar the role of input seems to be for children with ASD, demonstrating effects of maternal responsiveness, effects of the child's role in establishing and maintaining joint attention, and effects of specific components of maternal speech on subsequent language development” (p. 245).…”

“…Importantly, despite the social impairments associated with ASD, children are sensitive to many of the same reciprocal aspects of parental language as TD children. In general, parents of children with ASD provide a similar quantity and quality of language input as parents of TD children in naturalistic play interactions [Bang & Nadig, 2015] and when presenting new words [Adamson, Bakeman, Deckner, & Nelson, 2014;Hani et al, 2013], and just as with TD children, quantity and quality of input predict language skill [Bang & Nadig, 2015]. In fact, as Naigles [2013] points out, "What is most remarkable about the extant research .…”

Person‐reference in autism spectrum disorder: Developmental trends and the role of linguistic input

“…Finally, no study has examined the role of linguistic input in the acquisition of person-reference in ASD. This is an inviting avenue for research considering past work has shown that parental input influences language ability more broadly for all children, including those with ASD [e.g., Bang & Nadig, 2015;Fusaroli, Weed, Fein, & Naigles, 2019;Hoff & Naigles, 2002;Rowe, 2012;Venker et al, 2015;Warren et al, 2010;Wolchik, 1983]. Although no study has looked at the role of input in person-reference directly, He, Luyster, Hong, and Arunachalam [2018] compared maternal input to infants between 3 and 19 months at high and low risk for ASD by virtue of having an older sibling with ASD.…”

Bilingual children with autism spectrum disorders: The impact of amount of language exposure on vocabulary and morphological skills at school age

“…Consequently, communicating in a less proficient language may impact the quantity and complexity of language input and the quality of interactions [e.g., parent–child synchrony and verbal expansions on child utterances; Hudry et al, ]. This could be detrimental, as both the quantity and complexity of language input [e.g., Bang & Nadig, ] and the quality of parent–child interactions [Siller & Sigman, ] are important facilitators of language development. The current study examines the impact of amount of language exposure on the vocabulary and morphological skills of children with ASD growing up in a bilingual context, enabling evidence‐informed decisions to be made by families and professionals.…”