The association of imperative and declarative intentional communication with language in young children with autism spectrum disorder: A meta-analysis

Harbison, Amy L.; McDaniel, Jena; Yoder, Paul J.

doi:10.1016/j.rasd.2017.01.003

Cited by 22 publications

(23 citation statements)

References 64 publications

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“…Despite this atypical pattern of onset, distal pointing appears closely aligned to the onset of first words for toddlers with ASD, consistent with the findings reported by Özçalışkan et al. (), and also to later spoken language ability (Harbison, McDaniel, & Yoder, ; Toth, Munson, Meltzoff, & Dawson, ).…”

Section: Discussionsupporting

confidence: 89%

The Developmental Sequence and Relations Between Gesture and Spoken Language in Toddlers With Autism Spectrum Disorder

et al. 2018

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In typical development, gestures precede and predict language development. This study examines the developmental sequence of expressive communication and relations between specific gestural and language milestones in toddlers with autism spectrum disorder (ASD), who demonstrate marked difficulty with gesture production and language. Communication skills across five stages (gestures, word approximations, first words, gesture-word combinations, and two-word combinations) were assessed monthly by blind raters for toddlers with ASD participating in an randomized control trial of parent-mediated treatment (N = 42, 12-30 months). Findings revealed that toddlers acquired skills following a reliable (vs. idiosyncratic) sequence and the majority of toddlers combined gestures with words before combining words in speech, but in contrast to the pattern observed in typical development, a significant subset acquired pointing after first words.

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Section: Discussionsupporting

confidence: 89%

The Developmental Sequence and Relations Between Gesture and Spoken Language in Toddlers With Autism Spectrum Disorder

et al. 2018

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“…We therefore collapsed across communicative contexts in order to examine the relationship between the emergence of particular vocabulary items in gesture and then in speech (but see Colonnesi et al, 2010 and Harbison et al, 2017 for meta-analyses examining differential relation of declarative and imperative pointing gestures to overall child spoken vocabulary size in TD children and children with ASD, respectively). …”

mentioning

confidence: 99%

Early Gesture Provides a Helping Hand to Spoken Vocabulary Development for Children with Autism, Down Syndrome, and Typical Development

Özçalışkan

Adamson

Dimitrova

et al. 2017

Journal of Cognition and Development

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Typically developing (TD) children refer to objects uniquely in gesture (e.g., point at cat) before they produce verbal labels for these objects (“cat”; Bates et al., 1979). The onset of such gestures predicts the onset of similar spoken words, showing a strong positive relation between early gestures and early words (Iverson & Goldin‐Meadow, 2005). We ask whether gesture plays the same door-opening role in word learning for children with autism spectrum disorder (ASD) and Down syndrome (DS), who show delayed vocabulary development and who differ in the strength of gesture production. To answer this question, we observed 23 18-month-old TD children, 23 30-month-old children with ASD and 23 30-month-old children with DS five times over a year during parent-child interactions. Children in all three groups initially expressed a greater proportion of referents uniquely in gesture than in speech. Many of these unique gestures subsequently entered children’s spoken vocabularies within a year—a pattern that was slightly less robust for children with DS, whose word production was the most markedly delayed. These results indicate that gesture is as fundamental to vocabulary development for children with developmental disorders as it is for TD children.

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“…The strength of the association between vocalizations and expressive language is substantial, particularly for concurrent associations. Vocalizations correlate with expressive language in children with ASD to a similar or larger degree than other early communicative behaviors (Bottema-Beutel, 2016; Harbison, McDaniel, & Yoder, 2017). These findings support progressing toward testing the causal relation between vocalizations and expressive language in children with ASD.…”

Section: Discussionmentioning

confidence: 92%

A meta-analysis of the association between vocalizations and expressive language in children with autism spectrum disorder

McDaniel

Slaboch

Yoder

2018

Research in Developmental Disabilities

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The association of imperative and declarative intentional communication with language in young children with autism spectrum disorder: A meta-analysis

Cited by 22 publications

References 64 publications

The Developmental Sequence and Relations Between Gesture and Spoken Language in Toddlers With Autism Spectrum Disorder

The Developmental Sequence and Relations Between Gesture and Spoken Language in Toddlers With Autism Spectrum Disorder

Early Gesture Provides a Helping Hand to Spoken Vocabulary Development for Children with Autism, Down Syndrome, and Typical Development

A meta-analysis of the association between vocalizations and expressive language in children with autism spectrum disorder

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