Advertisement

Journal of Autism and Developmental Disorders

, Volume 49, Issue 8, pp 3102–3112 | Cite as

Children with Autism Spectrum Disorder May Learn from Caregiver Verb Input Better in Certain Engagement States

  • Madison Cloud CrandallEmail author
  • Kristen Bottema-Beutel
  • Jena McDaniel
  • Linda R. Watson
  • Paul J. Yoder
Original Paper

Abstract

The relation between caregiver follow-in utterances with verbs presented in different states of dyadic engagement and later child expressive verb vocabulary in children with autism spectrum disorder (ASD) was examined in 29 toddlers with ASD and their caregivers. Caregiver verb input in follow-in utterances presented during higher order supported joint engagement (HSJE) accounted for a significant, large amount of variance in later child verb vocabulary; R2= .26. This relation remained significant when controlling for early verb vocabulary or verb input in lower support engagement states. Other types of talk in follow-in utterances in HSJE did not correlate with later verb vocabulary. These findings are an important step towards identifying interactional contexts that facilitate verb learning in children with ASD.

Keywords

Autism spectrum disorder Verbs Caregiver input Engagement state Language 

Notes

Author Contribution

MC conceived of the study, participated in the design, video coding, and data analysis, and drafted the manuscript; KB participated in the video coding, helped conceptualize the study, and edited the manuscript; JM participated in the video coding, data analysis, and edited the manuscript; LW recruited participants, collected data, participated in the interpretation of the results, and was a site PI on the grant; PY conceived of the study, recruited participants, collected data, guided data analysis, edited the manuscript, and was the primary PI on the grant. All authors read and approved the final manuscript.

Funding

This research was funded by National Institute for Deafness and other Communication Disorders (NIDCD R01 DC006893) and supported by the National Institute for Child Health and Disorders (NICHD; P30HD15052; P30HD03110), a US Department of Education Preparing the Next Generation of Scholars in Severe Disabilities grant (H325D140077), and a US Department of Education Preparation of Leadership Personnel grant (H325D140087). The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health or the US Department of Education.

Compliance with Ethical Standards

Conflicts of interest

The authors declare they have no conflicts of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

References

  1. Adamson, L. B., Bakeman, R., Deckner, D. F., & Romski, M. (2009). Joint engagement and the emergence of language in children with autism and Down syndrome. Journal of Autism and Developmental Disorders, 39, 84–96.  https://doi.org/10.1007/s10803-008-0601-7.CrossRefGoogle Scholar
  2. American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed.). Washington DC: American Psychiatric Association.Google Scholar
  3. Beakley, B., & Ludlow, P. (1992). The philosophy of the mind: Classical problems/contemporary issues. Cambridge, MA: The MIT Press.Google Scholar
  4. Bottema-Beutel, K., Lloyd, B., Watson, L., & Yoder, P. (2018). Bidirectional influences of caregiver utterances and support joint engagement in children with and without autism spectrum disorder. Autism Research, 11, 755–765.  https://doi.org/10.1002/aur.1928.CrossRefGoogle Scholar
  5. Bottema-Beutel, K., Yoder, P. J., Hochman, J. M., & Watson, L. R. (2014). The role of supported joint engagement and parent utterances in language and social communication development in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44, 2162–2174.  https://doi.org/10.1007/s10803-014-2092-z.CrossRefGoogle Scholar
  6. Bornstein, M. H., Cote, L. R., Maital, S., Painter, K., Park, S., Pascual, L., et al. (2004). Cross-linguistic analysis of vocabulary in young children: Spanish, Dutch, French, Hebrew, Italian, Korean, and American English. Child Development, 75, 1115–1139.  https://doi.org/10.1111/j.1467-8624.2004.00729.x.CrossRefGoogle Scholar
  7. Brandone, A. C., Pence, K. L., Golinkoff, R. M., & Hirsh-Pasek, K. (2007). Action speaks louder than words: Young children differentially weight perceptual, social, and linguistic cues to learn verbs. Child Development, 78, 1322–1342.  https://doi.org/10.1111/j.1467-8624.2007.01068.x.CrossRefGoogle Scholar
  8. Crandall, M., McDaniel, J., Watson, L. R., & Yoder, P. J. (in press). An exploratory analysis of the relationship between parent verb input and verb expressive vocabulary in children with autism spectrum disorder. Journal of Speech, Language, and Hearing Research.Google Scholar
  9. Dawson, G., Toth, K., Abbot, R., Osterling, J., Munson, J., Estes, A., et al. (2004). Early social attention impairments in autism: Social orienting, joint attention, and attention to distress. Developmental Psychology, 40, 271–283.  https://doi.org/10.1037/0012-1649.40.2.271.CrossRefGoogle Scholar
  10. Eigsti, I. M., Bennetto, L., & Dadlani, M. B. (2007). Beyond pragmatics: Morphosyntactic development in autism. Journal of Autism and Developmental Disorders, 37, 1007–1023.  https://doi.org/10.1007/s10803-006-0239-2.CrossRefGoogle Scholar
  11. Erceg-Hurn, D. M., & Mirosevich, V. M. (2008). Modern robust statistical methods: an easy way to maximize the accuracy and power of your research. American Psychologist, 63, 591.  https://doi.org/10.1037/0003-066X.63.7.591.CrossRefGoogle Scholar
  12. Fenson, L., Marchman, V., Thal, D., Dale, P., Reznick, J., & Bates, E. (2007). MacArthur-Bates communicative development inventories: User’s guide and technical manual (2nd ed.). Baltimore, MD: Paul H. Brookes Publishing Inc.Google Scholar
  13. Gleitman, L. R., Cassidy, K., Nappa, R., Papafragou, A., & Trueswell, J. C. (2005). Hard words. Language Learning and Development, 1, 23–64.  https://doi.org/10.1207/s15473341lld0101_4.CrossRefGoogle Scholar
  14. Golinkoff, R. M., & Hirsh-Pasek, K. (2006). Introduction: Progress on the verb learning front. In K. Hirsh-Pasek & R. M. Golinkoff (Eds.), Action meets word: How children learn verbs (pp. 3–28). New York: Oxford University Press.CrossRefGoogle Scholar
  15. Golinkoff, R. M., & Hirsh-Pasek, K. (2008). How toddlers begin to learn verbs. Trends in Cognitive Sciences, 12, 397–403.  https://doi.org/10.1016/j.tics.2008.07.003.CrossRefGoogle Scholar
  16. Hadley, P. A., Rispoli, M., & Hsu, N. (2016). Toddlers’ verb lexicon diversity and grammatical outcomes. Language, Speech, and Hearing Services in Schools, 47, 44–58.  https://doi.org/10.1044/2015_LSHSS-15-0018.CrossRefGoogle Scholar
  17. Howlin, P., Goode, S., Hutton, J., & Rutter, M. (2004). Adult outcome for children with autism. Journal of Child Psychology and Psychiatry, 45, 212–229.  https://doi.org/10.1111/j.1469-7610.2004.00215.x.CrossRefGoogle Scholar
  18. Hsu, N., Hadley, P. A., & Rispoli, M. (2017). Diversity matters: Parent input predicts toddler verb production. Journal of Child Language, 44, 63–86.  https://doi.org/10.1017/S0305000915000690.CrossRefGoogle Scholar
  19. Johnson, V. E., & de Villiers, J. G. (2009). Syntactic frames in fast mapping verbs: Effect of age, dialect, and clinical status. Journal of Speech, Language, and Hearing Research, 52, 610–622.  https://doi.org/10.1044/1092-4388(2008/07-0135).CrossRefGoogle Scholar
  20. Koo, T. K., & Li, M. Y. (2016). A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of Chiropractic Medicine, 15, 155–163.CrossRefGoogle Scholar
  21. Levinson, S. C. (2013). Action formation and ascription. In J. Sidnell & T. Stivers (Eds.), The handbook of conversation analysis (pp. 103–130). Malden, MA: Wiley-Blackwell.Google Scholar
  22. Lidz, J. (2006). Verb learning as a probe into children’s grammars. In K. Hirsh-Pasek & R. M. Golinkoff (Eds.), Action meets word: How children learn verbs (pp. 429–449). New York: Oxford University Press.CrossRefGoogle Scholar
  23. Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. (2012). Autism diagnostic observation schedule (2nd ed.). Torrance, CA: Western Psychological Services.Google Scholar
  24. Maguire, M. J., Hirsh-Pasek, K., & Golinkoff, R. M. (2006). A unified theory of word learning: Putting verb acquisition in c ontext. In K. Hirsh-Pasek & R. M. Golinkoff (Eds.), Action meets word: How children learn verbs (pp. 364–391). New York: Oxford University Press.CrossRefGoogle Scholar
  25. McDuffie, A. S., & Yoder, P. (2010). Types of parent verbal responsiveness that predict language in young children with autism spectrum disorder. Journal of Speech, Language, and Hearing Research, 53, 1026–1039.  https://doi.org/10.1044/1092-4388(2009/09-0023).CrossRefGoogle Scholar
  26. McGregor, K. K., Licandro, U., Arenas, R., Eden, N., Stiles, D., Bean, A., et al. (2013). Why words are hard for adults with developmental language impairments. Journal of Speech, Language, and Hearing Research, 58, 1845–1856.  https://doi.org/10.1044/1092-4388(2013/12-0233).CrossRefGoogle Scholar
  27. Mullen, E. M. (1995). Mullen Scales of Early Learning (AGS ed.). Los Angeles: Western Psychological Services.Google Scholar
  28. Naigles, L. R., Kelty, E., Jaffery, R., & Fein, D. (2011). Abstractness and continuity in the syntactic development of young children with autism. Autism Research, 4, 422–437.  https://doi.org/10.1002/aur.223.CrossRefGoogle Scholar
  29. Plante, E., Bahl, M., Vance, R., & Gerken, L. (2011). Beyond phonotactic frequency: Presentation frequency effects word productions in specific language impairment. Journal of Communication Disorders, 44, 91–102.CrossRefGoogle Scholar
  30. Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., et al. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 2411–2428.  https://doi.org/10.1007/s10803-015-2407-8.CrossRefGoogle Scholar
  31. Shulman, C., & Guberman, A. (2007). Acquisition of verb meaning through syntactic cues: A comparison of children with autism, children with specific language impairment (SLI) and children with typical language development (TLD). Journal of Child Language, 34, 411–423.  https://doi.org/10.1017/S0305000906007963.CrossRefGoogle Scholar
  32. Tager-Flusberg, H., Rogers, S., Cooper, J., Landa, R., Lord, C., Paul, R., et al. (2009). Defining spoken language benchmarks and selecting measures of expressive language development for young children with autism spectrum disorders. Journal of Speech, Language, and Hearing Research, 52, 643–652.  https://doi.org/10.1044/1092-4388(2009/08-0136).CrossRefGoogle Scholar
  33. Tapp, J. T. (2003). ProcoderDV [Computer software and manual]. http://procoder.vueinnovations.com/sites/default/files/public/d10/ProcoderDVManual_0.pdf.
  34. Tapp, J. T. (2013). Procoder merger [computer software]. Nashville, TN: Vanderbilt Kennedy Center.Google Scholar
  35. Tapp, J., & Walden, T. A. (1993). PROCODER: A professional tape control, coding, and analysis system for behavioral research using videotape. Behavior Research Methods, Instruments and Computers, 25, 53–56.  https://doi.org/10.3758/BF03204449.CrossRefGoogle Scholar
  36. Tomasello, M., & Kruger, A. C. (1992). Joint attention on actions: Acquiring verbs in ostensive and non-ostensive contexts. Journal of Child Language, 19, 311–333.  https://doi.org/10.1017/S0305000900011430.CrossRefGoogle Scholar
  37. Venker, C. E., Bolt, D. M., Meyer, A., Sindberg, H., Ellis Weismer, S., & Tager-Flusberg, H. (2015). Parent telegraphic speech use and spoken language in preschoolers with ASD. Journal of Speech, Language, and Hearing Research, 58, 1733–1746.  https://doi.org/10.1044/2015_JSLHR-L-14-0291.CrossRefGoogle Scholar
  38. Yoder, P., & Kaiser, A. P. (1989). Alternative explanations for the relationship between maternal verbal interaction style and child language development. Journal of Child Language, 16, 141–160.  https://doi.org/10.1017/S0305000900013489.CrossRefGoogle Scholar
  39. Yoder, P., Watson, L. R., & Lambert, W. (2015). Value-added predictors of expressive and receptive language growth in initially nonverbal preschoolers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 45(5), 1254–1270.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  1. 1.Special Education DepartmentVanderbilt UniversityNashvilleUSA
  2. 2.Lynch School of EducationBoston CollegeChestnut HillUSA
  3. 3.Department of Hearing and Speech SciencesVanderbilt UniversityNashvilleUSA
  4. 4.Division of Speech and Hearing SciencesUniversity of North Carolina at Chapel HillChapel HillUSA

Personalised recommendations