Brief Report: Parental Child-Directed Speech as a Predictor of Receptive Language in Children with Autism Symptomatology

Autor/inn/en	Perryman, Twyla Y.; Carter, Alice S.; Messinger, Daniel S.; Stone, Wendy L.; Ivanescu, Andrada E.; Yoder, Paul J.
Titel	Brief Report: Parental Child-Directed Speech as a Predictor of Receptive Language in Children with Autism Symptomatology
Quelle	In: Journal of Autism and Developmental Disorders, 43 (2013) 8, S.1983-1987 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-012-1725-3
Schlagwörter	Autism; Children; Longitudinal Studies; Correlation; Attention Control; Parent Child Relationship; Parent Participation; Predictor Variables; Language Aptitude; Symptoms (Individual Disorders); Interpersonal Communication; Speech + Suchen Sie Ihr Suchwort? Autismus; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Aufmerksamkeitstest; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternmitwirkung; Prädiktor; Sprachbegabung; Spracheignung; Psychiatrische Symptomatik; Interpersonale Kommunikation; Speaking; Sprechen
Abstract	Facilitative linguistic input directly connected to children's interest and focus of attention has become a recommended component of interventions for young children with autism spectrum disorder (ASD). This longitudinal correlational study used two assessment time points and examined the association between parental undemanding topic-continuing talk related to the child's attentional focus (i.e., follow-in comments) and later receptive language for 37 parent-child dyads with their young (mean = 21 months, range 15-24 months) children with autism symptomology. The frequency of parental follow-in comments positively predicted later receptive language after considering children's joint attention skills and previous receptive language abilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10