Prelinguistic Predictors of Language Development in Children with Autism Spectrum Disorders over Four-Five Years

Autor/inn/en	Bopp, Karen D.; Mirenda, Pat
Titel	Prelinguistic Predictors of Language Development in Children with Autism Spectrum Disorders over Four-Five Years
Quelle	In: Journal of Child Language, 38 (2011) 3, S.485-503 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000910000140
Schlagwörter	Comprehension; Autism; Language Acquisition; Pervasive Developmental Disorders; Measures (Individuals); Young Children; Language Processing; Predictor Variables; Nonverbal Communication; Games; Interpersonal Relationship; Child Development + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Autismus; Sprachaneignung; Spracherwerb; Messdaten; Frühe Kindheit; Sprachverarbeitung; Prädiktor; Non-verbal communication; Nonverbale Kommunikation; Game; Spiel; Spiele; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kindesentwicklung
Abstract	This study examined relationships between prelinguistic variables from the MacArthur-Bates CDI and the development of language comprehension and production in children with autism. Forty-four children were assessed at baseline and 6, 12, 24, 33 and 53 months later. Growth Curve Modeling was used to examine the extent to which three composite CDI variables and three CDI item groupings predicted language development over 4-5 years. When examined individually, prespeech and early gestures were significant predictors of change for both comprehension and production, but late gestures were not. In addition, initiating joint attention and games and routines predicted comprehension and production over 4-5 years, and conventional gestures also predicted production. When all factors were considered simultaneously, children's ability to participate in games and routines was the only significant predictor of language production over time. The results are discussed with regard to their implications for understanding the complex factors that affect developmental outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10