Parents' Translations of Child Gesture Facilitate Word Learning in Children with Autism, Down Syndrome and Typical Development

Autor/inn/en	Dimitrova, Nevena; Özçaliskan, Seyda; Adamson, Lauren B.
Titel	Parents' Translations of Child Gesture Facilitate Word Learning in Children with Autism, Down Syndrome and Typical Development
Quelle	In: Journal of Autism and Developmental Disorders, 46 (2016) 1, S.221-231 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-015-2566-7
Schlagwörter	Autism; Down Syndrome; Pervasive Developmental Disorders; Nonverbal Communication; Language Acquisition; Vocabulary Development; Developmental Delays; Parents; Translation; Parent Child Relationship; Interpersonal Communication; Parent Participation + Suchen Sie Ihr Suchwort? Autismus; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Non-verbal communication; Nonverbale Kommunikation; Sprachaneignung; Spracherwerb; Wortschatzarbeit; Entwicklungsverzögerung; Eltern; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interpersonale Kommunikation; Elternmitwirkung
Abstract	Typically-developing (TD) children frequently refer to objects uniquely in gesture. Parents translate these gestures into words, facilitating children's acquisition of these words (Goldin-Meadow et al. in "Dev Sci" 10(6):778-785, 2007). We ask whether this pattern holds for children with autism (AU) and with Down syndrome (DS) who show delayed vocabulary development. We observed 23 children with AU, 23 with DS, and 23 TD children with their parents over a year. Children used gestures to indicate objects before labeling them and parents translated their gestures into words. Importantly, children benefited from this input, acquiring more words for the translated gestures than the not translated ones. Results highlight the role contingent parental input to child gesture plays in language development of children with developmental disorders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01