A comparative study on parental language used by parents of children with Autism Spectrum Disorder and typically developing children (original) (raw)
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Materia Socio Medica, 2021
Background: Autism spectrum disorder (ASD) is a developmental disability, which is a biologically based neurodevelopmental disorder that affects a child's social interaction and communication skills. Core deficits are identified in two domains: social communication/interaction and restrictive, repetitive patterns of behavior. Children and youth with ASD have service needs in behavioral, educational, health, leisure, family support, and other areas. Autism is a set of heterogeneous neurodevelopmental conditions, characterized by inability to acquire social skills, repetitive behaviors and failure of speech and nonverbal communication development. Objective: To examine frequency, correlation and predictivity of communication and language skills of autistic spectrum disorders (ASD) children and their parents' emotions. Methods: The sample consisted of 80 participants who are parents of children with ASD. The study was performed using a questionnaire made out for this research. Three groups of variables were analyzed: parental emotions variables; child's communication variables, child's language variables. Statistical analysis was performed by SPSS, and included basic statistical parameters and multiple regression analysis. Results: The most common ways of communicate for children with ASD are: Allowing to cuddle; Recognizes familiar faces; and Makes it known when he needs help or wants an item. The most common language forms of children ASD are: Following simple instructions; Understanding connected words/phrases; Pronouncing single words; and Looking at when called by name. Parents of children with ASD expressed the greatest agreement with the following statements: "My child is more demanding than most other children"; "It seems to me that my child is very sensitive and easily upset"; "My child can't do much of what he's expected to know to do", and "I often lack energy." Conclusion: Parents of children with ASD proved that their children have significant delays in communication and language. Developed communication and language skills of the child with ASD are valid predictors of parents' emotions/attitudes. Speech and language therapy work focused on developing the ASD child's communication and language skills can be expected to improve parents' emotions/attitudes.
Journal of Autism and Developmental Disorders, 2007
While the primary language deficit in autism has been thought to be pragmatic, and in specific language impairment (SLI) structural, recent research suggests phenomenological and possibly genetic overlap between the two syndromes. To compare communicative competence in parents of children with autism, SLI, and down syndrome (DS), we used a modified pragmatic rating scale (PRS-M). Videotapes of conversational interviews with 47 autism, 47 SLI, and 21 DS parents were scored blind to group membership. Autism and SLI parents had significantly lower communication abilities than DS parents. Fifteen percent of the autism and SLI parents showed severe deficits. Our results suggest that impaired communication is part of the broader autism phenotype and a broader SLI phenotype, especially among male family members.
Journal of Speech, Language, and Hearing Research, 2010
Purpose This study examined short-term predictive associations between 5 different types of parent verbal responsiveness and later spoken vocabulary for 32 young children with a confirmed diagnosis of autism spectrum disorder (ASD). Method Parent verbal utterances were coded from videotapes of naturalistic parent–child play sessions using interval and event-based coding. A vocabulary difference score, calculated using the MacArthur Communicative Development Inventories (L. Fenson et al., 1993), was used as the outcome measure of spoken vocabulary 6 months later. Results Parent follow-in comments and follow-in directives predicted spoken vocabulary after controlling for child engagement. Parent expansions of child verbal utterances predicted spoken vocabulary after controlling for child talkativeness. When entered together into a regression analysis, metrics that represented (a) the number of parent utterances following into the child’s focus of attention and (b) the number of parent...
Parental Broad Autism Phenotype and the Language Skills of Children with Autism Spectrum Disorder
Journal of autism and developmental disorders, 2018
Father-child and mother-child interactions were examined in order to investigate concurrent associations between three characteristics of parental broad autism phenotype (i.e., aloofness, rigidity, pragmatic language deficits), parental verbal responsiveness, and language skills of children with ASD. Results for mothers indicated that aloofness and rigidity were negatively associated with both child-initiated engagement and child language skills. Maternal aloofness was also negatively correlated with verbal responsiveness to their children, but rigidity was not. Results suggest that the association between aloofness and child language are potentially mediated by maternal use of responsive verbal behaviors. Maternal pragmatic language deficits were not concurrently related to child-initiated engagement or language skills. In contrast, for fathers, aloofness and rigidity were unrelated to child-initiated engagement and language skills. Paternal pragmatic deficits were also not associa...
Pragmatic Skills during Mother-Child Interaction in Children with Autism
https://www.ijhsr.org/IJHSR\_Vol.10\_Issue.8\_Aug2020/IJHSR\_Abstract.040.html, 2020
Children with autism spectrum disorders (ASDs) show delay in the onset of their language development and frequently demonstrate impairments of various subcomponents of language. The use of language (pragmatics) as a social condition refers to the use of social context and to the identification of the speaker's intentions, desires and communication strategies. From a pragmatic view, wh-questions typically ask for information which is desired, but not known, by the speaker. This paper aims to study pragmatic skills; Questioning, Answering questions, and adding information to the topic, in typically developing Kannada speaking children and children with Autism with Language age (comprehension and expression) of 2-4 years respectively. Participants were divided into two groups; group A-typically developing children and group B: children with Autism. The current study utilized a mother-child semi instructed play task to study the pragmatic skills. One hour audio-video sample of mother-child interaction was recorded. The data was analysed for frequency of pragmatic skills used during the course of interaction with his/her communicative partner (i.e., mother). The study findings showed that the frequency of use of pragmatic skills studies were significantly less in children with ASD in comparison with Language age matched typically developing children.
This study examined the longitudinal associations between parent verbal responsiveness and language 3 years later in 34 toddlers with a diagnosis of an autism spectrum disorder. Parent–child play samples were coded for child engagement and communication acts and for parent verbal responsiveness. Measures of responsive verbal behaviors were used to predict language gain scores 3 years later. Parent directives for language that followed into the child’s focus of attention were predictive of child receptive language gains. Parent comments that followed into the child’s focus of attention yielded differential effects depending on initial levels of child language. Children who were minimally verbal at age 2 benefited from parent comments that followed into the their focus of attention, whereas children who were verbally fluent did not demonstrate such a benefit.
Purpose—Longitudinal associations between two categories of parent verbal responsiveness and language comprehension and production one year later were examined in 40 toddlers and preschoolers with a diagnosis of an autism spectrum disorder (ASD). Method—Parent-child play samples using a standard toy set were digitally captured and coded for child engagement with objects and communication acts and for parent verbal responses to play and communication. Results—After controlling for parent education, child engagement and initial language level, only parent directives for language that followed into the child's focus of attention accounted for unique variance in predicting both comprehension and production one year later. A series of exploratory analyses revealed that parent comments that followed into the child's focus of attention also accounted for unique variance in later comprehension and production for children who were minimally verbal at the initial time period. Conclusions—Child developmental level may warrant different types of linguistic input to facilitate language learning. Children with ASD who have minimal linguistic skills may benefit from parent language input that follows into the child’s focus of attention. Children with ASD who are verbally fluent may need more advanced language input to facilitate language development.
Journal of autism and developmental disorders, 2012
Facilitative linguistic input directly connected to children's interest and focus of attention has become a recommended component of interventions for young children with autism spectrum disorder (ASD). This longitudinal correlational study used two assessment time points and examined the association between parental undemanding topic-continuing talk related to the child's attentional focus (ie, follow-in comments) and later receptive language for 37 parent-child dyads with their young (mean= 21 months, range 15-24 months) ...
Language and Communication in Preschool Children with Autism and Other Developmental Disorders
Children, 2021
In this research, we studied the language and communication skills of preschool children with a diagnosis of autistic syndrome disorder (ASD) (n = 51) compared to children with other developmental disorders (DD) (n = 42), using direct measures and parental reports when assessing the development of language and communication. As a novelty, this research studied a sample of children with low language and communication skills. We found a high correlation between direct measures and parental reports for both populations. Therefore, we propose that combining the information supplied by direct measures together with that supplied by parental reports would be a suitable strategy for language assessment in these populations. In addition, the results show a delay in language comprehension with respect to language production in children with ASD, along with many difficulties with non-verbal communication, compared to children with other developmental disorders (DD). We also found significant ...