Predicting Intentional Communication in Preverbal Preschoolers with Autism Spectrum Disorder

Autor/inn/en	Sandbank, Micheal; Woynaroski, Tiffany; Watson, Linda R.; Gardner, Elizabeth; Keçeli Kaysili, Bahar; Yoder, Paul
Titel	Predicting Intentional Communication in Preverbal Preschoolers with Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 47 (2017) 6, S.1581-1594 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-017-3052-1
Schlagwörter	Preschool Children; Autism; Pervasive Developmental Disorders; Predictor Variables; Intention; Nonverbal Communication; Value Added Models; Expressive Language; Correlation; Scores; Psychomotor Skills; Imitation; Longitudinal Studies + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Prädiktor; Non-verbal communication; Nonverbale Kommunikation; Korrelation; Psychomotorische Aktivität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Intentional communication has previously been identified as a value-added predictor of expressive language in preverbal preschoolers with autism spectrum disorder. In the present study, we sought to identify value-added predictors of intentional communication. Of five theoretically-motivated putative predictors of intentional communication measured early in the study (at study entry and 4 months after), three had significant zero-order correlations with later intentional communication (12 months after study entry) and were thus added to a linear model that predicted later intentional communication scores controlling for initial intentional communication scores at study entry. After controlling for initial intentional communication, early motor imitation was the only predictor that accounted for a significant amount of variance in children's later intentional communication. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01