A Path Model of Expressive Vocabulary Skills in Initially Preverbal Preschool Children with Autism Spectrum Disorder

Autor/inn/en	McDaniel, Jena; Yoder, Paul; Watson, Linda R.
Titel	A Path Model of Expressive Vocabulary Skills in Initially Preverbal Preschool Children with Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 47 (2017) 4, S.947-960 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McDaniel, Jena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-016-3016-x
Schlagwörter	Autism; Pervasive Developmental Disorders; Path Analysis; Models; Expressive Language; Vocabulary Skills; Nonverbal Communication; Preschool Children; Receptive Language; Phonemes; Predictor Variables; Communication (Thought Transfer) + Suchen Sie Ihr Suchwort? Autismus; Pfadanalyse; Analogiemodell; Aktiver Wortschatz; Non-verbal communication; Nonverbale Kommunikation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rezeptive Kommunikationsfähigkeit; Fonem; Prädiktor; Communication; thought; Kommunikation; Gedanke
Abstract	We examined direct and indirect paths involving receptive vocabulary and diversity of key consonants used in communication (DKCC) to improve understanding of why previously identified value-added predictors are associated with later expressive vocabulary for initially preverbal children with autism spectrum disorder (ASD; n = 87). Intentional communication, DKCC, and parent linguistic responses accounted for unique variance in later expressive vocabulary when controlling for mid-point receptive vocabulary, but responding to joint attention did not. We did not confirm any indirect paths through mid-point receptive vocabulary. DKCC mediated the association between intentional communication and expressive vocabulary. Further research is needed to replicate the findings, test potentially causal relations, and provide a specific sequence of intervention targets for preverbal children with ASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01