Modeling Longitudinal Change in the Language Abilities of Children With Autism: Parent Behaviors and Child Characteristics as Predictors of Change

• Type of Material: Article
• Authors: Michael Siller, Emory University; Marian Sigman, University of California Los Angeles
• Language: English
• Date: 2008-11-01
• Publisher: American Psychological Association
• Publication Version: Author Accepted Manuscript (After Peer Review)
• Copyright Statement: © 2008 American Psychological Association.
• Final Published Version (URL): http://dx.doi.org/10.1037/a0013771
• Title of Journal or Parent Work: Developmental Psychology
• ISSN: 0012-1649
• Volume: 44
• Issue: 6
• Start Page: 1691
• End Page: 1704
• Keywords: Psychology; parent-child interaction; INTERVENTION; INFANTS; SPECTRUM DISORDERS; OBJECTS; PSYCHOLOGY, DEVELOPMENTAL; Psychology, Developmental; JOINT ATTENTION; COMMUNICATION; PRESCHOOL; Social Sciences; LEARN WORDS; joint attention; language development; YOUNG-CHILDREN; longitudinal study; autism; PERVASIVE DEVELOPMENTAL DISORDER
• Research Categories: Health Sciences, Human Development; Health Sciences, General

Abstract

The objective of the current study was to evaluate the patterns of longitudinal change in the language abilities of 28 children with autism during early and middle childhood. Results from fitting a series of multilevel models showed that children's rate of language growth was independently predicted by (a) children's responsiveness to others' bids for joint attention and (b) parents' responsiveness to their children's attention and activity during play. Both predictive relations could not be explained by initial variation in global developmental characteristics, such as IQ, mental age, or language abilities. These findings support a social-pragmatic view on language acquisition, which emphasizes the collaborative process through which children and their parents negotiate shared meaning.