Social-Communicative Gestures at Baseline Predict Verbal and Nonverbal Gains for Children with Autism Receiving the Early Start Denver Model

Autor/inn/en	Laister, Dominik; Stammler, Magdalena; Vivanti, Giacomo; Holzinger, Daniel
Titel	Social-Communicative Gestures at Baseline Predict Verbal and Nonverbal Gains for Children with Autism Receiving the Early Start Denver Model
Quelle	In: Autism: The International Journal of Research and Practice, 25 (2021) 6, S.1640-1652 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Laister, Dominik) ORCID (Holzinger, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361321999905
Schlagwörter	Autism; Pervasive Developmental Disorders; Nonverbal Communication; Predictor Variables; Early Intervention; Communication Skills; Child Development; Interpersonal Communication; Preschool Children; Individual Characteristics; Foreign Countries; Austria; Mullen Scales of Early Learning; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Autismus; Non-verbal communication; Nonverbale Kommunikation; Prädiktor; Kommunikationsstil; Kindesentwicklung; Interpersonale Kommunikation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Ausland; Österreich
Abstract	In children with autism spectrum disorder, atypical gesture use is a core deficit with consequences for social learning, social interaction, and language development. Little is known about the relevance of early gesture use in predicting developmental outcomes of children receiving early interventions targeting social-communicative behaviors such as the Early Start Denver Model. We found that the parent-rated "Gestural Approach Behavior" subscale of the Pervasive Developmental Disorder Behavior Inventory was predictively associated with developmental changes after 1 year of intervention as assessed by the Mullen Scales of Early Learning. This subscale was as strong a predictor as the Mullen nonverbal development quotient before intervention. Our findings suggest that children who use more gestures for social communication might be better equipped to respond to the learning opportunities offered by the Early Start Denver Model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01