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An Exploratory Analysis of the Relationship Between Parent Verb Input and Verb Expressive Vocabulary in Children with Autism Spectrum Disorder |
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Madison Crandall - Department of Special Education, Vanderbilt University
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Jena McDaniel - Department of Hearing and Speech Sciences, Vanderbilt University
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Linda R. Watson - Division of Speech and Hearing Sciences, University of North Carolina, Chapel Hill
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Paul Yoder - Department of Special Education, Vanderbilt University
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| SRCLD Year: |
2018 |
| Presentation Type: |
Poster Presentation |
| Poster Number: |
PS2F13 |
| Presentation Time: |
(na) |
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The purpose of this study was to evaluate if amount, diversity and elaborativeness of parent verb input predicts later child expressive verb vocabulary in toddlers with autism spectrum disorders (ASD), and if that relationship might vary as a function of children’s breadth of object interest. Videos of parent-child play sessions were coded for features of parent verb input. A parent report was used to estimate child verb expressive vocabulary. Object interest was derived from a developmental play assessment. A large and significant relationship between verb input and later child verb vocabulary was detected and remained significant when controlling for earlier child verb vocabulary. This relationship was stronger in a sub-group with initially lower object interest. Parent non-verb input was not significantly related to child verb vocabulary. These exploratory results provide guidance for future research on aiding children with ASD in developing larger verb vocabularies. This research was supported by the National Institute for Deafness and other Communication Disorders (NIDCD R01 DC006893), the National Institute for Child Health and Disorders (P30HD15052), and (P30HD03110), and the US Department of Education(H325D140077) and (H325D140087). |
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