The role of maternal input in the development of<i>wh</i>-question comprehension in autism and typical development

Goodwin, Anthony; Fein, Deborah; Naigles, Letitia R.

doi:10.1017/s0305000913000524

Cited by 40 publications

(42 citation statements)

References 53 publications

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“…Thus, their looking patterns during first half of the trial are considered to indicate their level of comprehension, and their looks away from the match later in the trial are considered to indicate noise, or boredom (Candan, Kuntay, Yeh, Cheung, Wagner & Naigles, 2012; Gertner, Eisengart& Fisher, 2006; Naigles, et al, 2011; Syrett&Lidz, 2010). Other IPL studies have found that children sometimes take longer to find the matching scene, especially with more complex/less well-learned constructions, thus demonstrating significant preferences only during the second halves of trials (Candan et al, 2012; Goodwin et al, in press; Naigles et al, 2011). We had no a priori expectations concerning whether the children in this study would show early vs. later preferences for the match, so we assessed their preferences during the first and second halves of the test trials separately, as well as the entire test trial.…”

Section: Methodsmentioning

confidence: 86%

“…Using IPL, Naigles and her colleagues have demonstrated robust comprehension of subject-verbobject (SVO) word order by 2-year-olds with ASD (Swenson, Kelley, Fein & Naigles, 2007), and 3-year-olds with ASD were able to use the SVO frame to learn novel causative verbs (Naigles, Kelty, Jaffery, & Fein, 2011). Moreover, while the comprehension of wh-questions in children with ASD was delayed relative to TD peers, they did demonstrate reliable comprehension by age 54 months (Goodwin, Fein & Naigles, 2012; in press). Interestingly, the children's comprehension of SVO and wh-questions was evident at chronologically earlier sessions than their production of the same constructions.…”

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confidence: 89%

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Grammatical Aspect Is a Strength in the Language Comprehension of Young Children With Autism Spectrum Disorder

Tovar

Fein

Naigles

2015

J Speech Lang Hear Res

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Purpose The comprehension of tense/aspect morphology by children with ASD was assessed via Intermodal Preferential Looking (IPL) to determine whether this population's difficulties with producing these morphemes extended to their comprehension. Method Four-year-old participants were assessed twice, four months apart. They viewed a video which presented side-by-side ongoing and completed events paired with familiar verbs with past tense and progressive morphology. Their eye movements were recorded and coded offline; the IPL measures included percentage of looking time at, and latency of first look to, the matching scene. Spontaneous speech samples were also obtained, and coded for number of words, past tense, and progressive inflections. Results Relative to their baseline preferences, these four-year-old children with ASD looked more quickly to and longer at the matching scene for both morphemes. Children who produced more words, progressive, and past morphemes, as well as who performed better on standardized language assessments, demonstrated better comprehension of –ing. Conclusion Overall these children with ASD demonstrated consistent comprehension of grammatical aspect morphology; moreover, their degree of comprehension was found to correlate with spontaneous production and standardized test scores.

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Section: Methodsmentioning

confidence: 86%

mentioning

confidence: 89%

Grammatical Aspect Is a Strength in the Language Comprehension of Young Children With Autism Spectrum Disorder

Tovar

Fein

Naigles

2015

J Speech Lang Hear Res

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“…Social-pragmatic abilities might play a role in the development of wh-question understanding in both general and specific ways. In general terms, children who are more attuned to their social environment might simply pay more attention to the language their parents use, which would include wh-questions (see also Goodwin et al, 2015). In specific terms, children who are more aware of the social conventions about when and how to ask wh-questions, and who pay attention to their parents' pointing to objects when they (the parents) ask questions, would be expected to better understand the referents of wh-questions.…”

Section: Discussionmentioning

confidence: 99%

“…Two- to three-year old children first use these questions for information-seeking purposes, such as, “Where is the washcloth?” or “What are they drinking?” (Tyack and Ingram, 1977; Bloom et al, 1982; Goodwin et al, 2015), and soon also use the questions for conversational purposes like initiating or maintaining conversations, such as, “How are you?” or “What's that?” Some questions also serve a directive function, such as, “Why don't we read this one?” (James and Seebach, 1982). …”

Section: Introductionmentioning

confidence: 99%

Investigating the Grammatical and Pragmatic Origins of Wh-Questions in Children with Autism Spectrum Disorders

2017

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Compared to typically developing children, children with autism (ASD) show delayed production of wh-questions. It is currently controversial the degree to which such deficits derive from social-pragmatic requirements and/or because these are complex grammatical structures. The current study employed the intermodal preferential looking (IPL) paradigm, which reduces social-pragmatic demands. The IPL paradigm can help distinguish these proposals, as successful comprehension promotes the "pragmatics-origins" argument whereas comprehension difficulties would implicate a "grammatical-origins" argument. Additionally, we tested both the linguistic and social explanations by assessing the contributions of children's early grammatical knowledge (i.e., SVO word order) and their social-pragmatic scores on the Vineland to their later wh-question comprehension. Fourteen children with ASD and 17 TD children, matched on language level, were visited in their homes at 4-month intervals. Comprehension of wh-questions and SVO word order were tested via IPL: the wh-question video showed a costumed horse and bird serving as agents or patients of familiar transitive actions. During the test trials, they were displayed side by side with directing audios (e.g., "What did the horse tickle?", "What hugged the bird?", "Where is the horse/bird?"). Children's eye movements were coded offline; the DV was their percent looking to the named item during test. To show comprehension, children should look longer at the named item during a where-question than during a subject-wh or object-wh question. Results indicated that TD children comprehended both subject and object wh-questions at 32 months of age. Comprehension of object-wh questions emerged chronologically later in children with ASD compared to their TD peers, but at similar levels of language. Moreover, performance on word order and social-pragmatic scores independently predicted both groups' later performance on wh-question comprehension. Our findings indicate that both grammar and social-pragmatics are implicated in the comprehension of whquestions. The "grammatical-origins" argument is supported because the ASD group did not reveal earlier and stable comprehension of wh-questions; furthermore, their performance on SVO word order predicted their later success in linguistic processing of wh-questions. The "pragmatic-origins" argument is also supported because children's earlier socialization and communication scores strongly predicted their successful performance on wh-question comprehension.

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“…Researchers who investigated these skills in children with autism utilized video modeling of conversational scripts [8], video modeling and social stories, feedback and self-management [9], pivotal response treatment, time delay procedure, script-fading procedure, and applied behavior analysis intervention conducted by a robot [10][11][12].…”

Section: Introductionmentioning

confidence: 99%

Promoting Question-Asking Initiations to Peers in Young Children with Autism Spectrum Disorder (ASD) Using Video-Based Instruction

Kabashi¹,

Epstein²

2017

J Child Dev Disord

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The aim of this study was to promote question-asking initiations of young children with Autism Spectrum Disorder (ASD). Participants in this study were two boys, a first grader and a kindergartner. A multiple baseline single subject study design explored the efficacy of video selfmodeling with video feedback delivered via iPads. New video vignettes of participants displaying the target behavior with peers were created and utilized throughout the implementation of the intervention. Results showed an increase in appropriate question-asking initiations with peers for both participants. One of the participants maintained the skills one month after the intervention was withdrawn. Social validity findings indicated positive results related to question-asking initiations as well as other social skills.

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The role of maternal input in the development ofwh-question comprehension in autism and typical development

Cited by 40 publications

References 53 publications

Grammatical Aspect Is a Strength in the Language Comprehension of Young Children With Autism Spectrum Disorder

Grammatical Aspect Is a Strength in the Language Comprehension of Young Children With Autism Spectrum Disorder

Investigating the Grammatical and Pragmatic Origins of Wh-Questions in Children with Autism Spectrum Disorders

Promoting Question-Asking Initiations to Peers in Young Children with Autism Spectrum Disorder (ASD) Using Video-Based Instruction

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