Parental Language Input Predicts Neuroscillatory Patterns Associated with Language Development in Toddlers at Risk of Autism

Romeo, Rachel R.; Choi, Boin; Gabard-Durnam, Laurel; Wilkinson, Carol L.; Levin, April R.; Rowe, Meredith L.; Tager–Flusberg, Helen; Nelson, Charles A.

doi:10.1007/s10803-021-05024-6

Cited by 26 publications

(29 citation statements)

References 85 publications

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“…Parent-child interaction was used to characterize the quality and quantity of parental input when children were 18 months old and relations with expressive and receptive language at 24-months old were investigated. An association was found with expressive language for the whole sample (siblings of autistic and neurotypical children), but only for EL-siblings who would ultimately go on to receive a diagnosis, the effect was mediated by frontal and temporal gamma power [74]. Moreover, replicating previous results of Wilkinson et al [77], gamma power had a direct negative effect on expressive language scores in for the whole sample, but especially for EL-siblings that received a later diagnosis.…”

Section: Speech Production Abilitiessupporting

confidence: 82%

“…Gamma power was investigated as a mediator in the relation between parental language input and child language abilities [74]. Parent-child interaction was used to characterize the quality and quantity of parental input when children were 18 months old and relations with expressive and receptive language at 24-months old were investigated.…”

Section: Speech Production Abilitiesmentioning

confidence: 99%

“…Brain-based factors. Brain-based factors were most frequently investigated in samples involving ELsiblings, as many of the included papers here draw from the same overarching research study (the Infant Sibling Project) [e.g.,74,77]. Two included research articles however examined children with an established diagnosis.Using structural MRI, Chen et al[58] investigated the role of the speech-evoked auditory brainstem response (speech-ABR) and broad language abilities in three-to six-year-old autistic children.…”

mentioning

confidence: 99%

“…It remains unclear however if there is a direct effect of motor skills on language, or if this relationship is mediated by other variables, such as joint attention.Lastly, exploring a neurocognitive component, different brain-based elements appeared to be of importance. Especially frontal EEG power (in alpha, delta, gamma and theta bands) during the rst year of life was frequently investigated and partly predicted later expressive language abilities in EL-siblings[65, 69,74,75,77). It should however be taken into account that most included investigations were part of a larger overarching research study and thus examined the same sample[65, 67, 69,74].…”

mentioning

confidence: 99%

“…Especially frontal EEG power (in alpha, delta, gamma and theta bands) during the rst year of life was frequently investigated and partly predicted later expressive language abilities in EL-siblings[65, 69,74,75,77). It should however be taken into account that most included investigations were part of a larger overarching research study and thus examined the same sample[65, 67, 69,74].…”

mentioning

confidence: 99%

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Factors Associated with Receptive and Expressive Language in Autistic Children and Siblings: A systematic review

Mues

Schaubroeck

Demurie

et al. 2022

Preprint

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Background Language abilities of autistic children and children at elevated likelihood for autism (EL-siblings) are highly heterogeneous, and many of them develop language deficits. It is as of yet unclear why language abilities of autistic children and EL-siblings vary, although a multifactorial risk model for language deficits seems more plausible than a single exploratory factor. In this review, we discuss research articles that identify factors implicated in the receptive or expressive language abilities of autistic children and EL-siblings since the introduction of the DSM-5. Method The search strategy of this review followed the PRISMA guidelines. The following databased were consulted: Embase, MEDLINE, Web of Science Core Collection and Scopus. Risk of bias (ROB) assessment was completed on using the Newcastle-Ottawa Scales. Results Out of 25624 records screened, 54 articles were included. We identified 56 factors implicated in receptive or expressive language abilities of autistic children and EL-siblings and divided them into ten categories: autism traits; biological factors; brain-based factors; child characteristics and early child development; environmental factors; gestures; motor skills; parental input; social factors and other factors. Although many of the identified variables were only examined in one article, some well-researched factors stood out, in particular joint attention, nonverbal cognitive abilities and frontal EEG power. Conclusions Our results confirm that a multifactorial risk model is most likely for language deficits in autism. Important aspects that should be considered in such a model are, amongst others, social factors such as joint attention, child characteristics such as nonverbal cognition, and neurocognitive factors.

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Section: Speech Production Abilitiessupporting

confidence: 82%

Section: Speech Production Abilitiesmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Factors Associated with Receptive and Expressive Language in Autistic Children and Siblings: A systematic review

Mues

Schaubroeck

Demurie

et al. 2022

Preprint

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What role does the environment play in language development? Exploring the associations among socioeconomic status, parent language input, and language skills in school‐aged children with autism

Pecukonis,

Butler,

Tager‐Flusberg

2024

Autism Research

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Language development in children with autism is influenced by proximal (e.g., parent language input) and distal (e.g., socioeconomic status) environmental constructs. Studies have found that “rich and responsive” parent language input supports autistic children's language development, and recent work has reported positive associations between measures of socioeconomic status (SES) and child language skills. However, little is known about how these proximal and distal environmental constructs interact to shape language development in autism. In a sample of 74 autistic school‐aged children, the present study investigated the associations among measures of SES, the quantity and quality of language produced by parents and children during home‐based dyadic parent–child interactions, and children's expressive and receptive language skills. Results showed that annual household income was positively associated with parent number of total words (NTW), parent number of different words (NDW), and parent mean length of utterance (MLU), while neither parent education level nor annual household income were significantly associated with measures of child language skills. Parent MLU was positively associated with child MLU and child expressive language skills. Findings suggest that annual household income may influence both the quantity and quality of parent language input, and that parent MLU, a qualitative measure of parent language input, may play a particularly important role in shaping autistic children's expressive language development. Future research should study longitudinal associations among SES, parent language input, and child language skills, as identifying environmental predictors of language skills in autism may facilitate the creation of more effective interventions that support language development.

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Socioeconomic status and reading outcomes: Neurobiological and behavioral correlates

Romeo

Uchida

Christodoulou

2022

New Drctns Chld & Adlscnt

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In this chapter, we examine reading outcomes and socioeconomic status (SES) using a developmental cognitive and educational neuroscience perspective. Our focus is on reading achievement and intervention outcomes for students from lower SES backgrounds who struggle with reading. Socioeconomic disadvantage is a specific type of vulnerability students experience, which is often narrowly defined based on parental income, education level, and/or occupational prestige. However, implications of socioeconomic status extend broadly to a suite of areas relevant for reading outcomes including a student's access to resources, experiences, language exposure, academic outcomes, and psychological correlates. Underlying this constellation of factors are brain systems supporting the processing of oral and written language as well as stress‐related factors. We review the implications of SES and reading achievement, and their intersectionality, for the science and practice of reading instruction.

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Parental Language Input Predicts Neuroscillatory Patterns Associated with Language Development in Toddlers at Risk of Autism

Cited by 26 publications

References 85 publications

Factors Associated with Receptive and Expressive Language in Autistic Children and Siblings: A systematic review

Factors Associated with Receptive and Expressive Language in Autistic Children and Siblings: A systematic review

What role does the environment play in language development? Exploring the associations among socioeconomic status, parent language input, and language skills in school‐aged children with autism

Socioeconomic status and reading outcomes: Neurobiological and behavioral correlates

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