Gesture Development in Chinese-Speaking Preschool Children with Autism and the Roles of Parental Input and Child-Based Factors

Autor/inn/en	Huang, Ying; Cheng, Chun-Ho; Law, Wing-Wun; Wong, Tiffany; Leung, Oi-Ki; So, Wing-Chee
Titel	Gesture Development in Chinese-Speaking Preschool Children with Autism and the Roles of Parental Input and Child-Based Factors
Quelle	In: Journal of Speech, Language, and Hearing Research, 65 (2022) 6, S.2309-2326 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Ying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Autism Spectrum Disorders; Preschool Children; Nonverbal Communication; Play; Parent Child Relationship; Predictor Variables; Severity (of Disability); Language Skills; Sino Tibetan Languages; Foreign Countries; Interaction; Expressive Language; Cognitive Ability; Hong Kong; Autism Diagnostic Observation Schedule; Mullen Scales of Early Learning; Kaufman Brief Intelligence Test + Suchen Sie Ihr Suchwort? Autism; Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Non-verbal communication; Nonverbale Kommunikation; Spiel; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Prädiktor; Schweregrad; Language skill; Sprachkompetenz; Ausland; Interaktion; Denkfähigkeit; Hongkong
Abstract	Purpose: Children with autism are found to have delayed and heterogeneous gesture abilities. It is important to understand the growth of gesture abilities and the underlying factors affecting its growth. Addressing these issues can help to design effective intervention programs. Method: Thirty-five Chinese-speaking preschoolers with autism spectrum disorder (M[subscript age] = 4.89 years, SD = 0.91; four girls) participated in four play sessions with their parents over 9 months. Their child-based factors including autism severity, intellectual functioning, and expressive language abilities were assessed. The gestures (deictic, iconic, and conventional) of the children and their parents were coded. Growth curve analyses were conducted to examine individual growth trajectories and the roles of child-based factors and parental input in shaping the children's gesture development. Results: Child-based factors and parental input predicted gesture development differently. Parents' gestures positively predicted their children's gestures of the same type. Autism severity negatively predicted iconic and conventional gestures. Overall growth was found in deictic rather than iconic and conventional gestures. Subgroup variation was also found. Specifically, children with better expressive language ability showed a decrease in deictic gestures. An increase in iconic and conventional gestures was found in children with more severe autism and those with poorer expressive language ability and intellectual functioning, respectively. Conclusions: Different types of gestures may have different growth trajectories and be predicted by different child-based factors. Particular attention should be given to children who never produced iconic gestures, which is more challenging and may not develop over a short period, and hence require direct instruction. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01