The relation between caregiver follow-in utterances with verbs presented in different states of dyadic engagement and later child expressive verb vocabulary in children with autism spectrum disorder (ASD) was examined in 29 toddlers with ASD and their caregivers. Caregiver verb input in follow-in utterances presented during higher order supported joint engagement (HSJE) accounted for a significant, large amount of variance in later child verb vocabulary; R2= .26. This relation remained significant when controlling for early verb vocabulary or verb input in lower support engagement states. Other types of talk in follow-in utterances in HSJE did not correlate with later verb vocabulary. These findings are an important step towards identifying interactional contexts that facilitate verb learning in children with ASD.
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This research was funded by National Institute for Deafness and other Communication Disorders (NIDCD R01 DC006893) and supported by the National Institute for Child Health and Disorders (NICHD; P30HD15052; P30HD03110), a US Department of Education Preparing the Next Generation of Scholars in Severe Disabilities grant (H325D140077), and a US Department of Education Preparation of Leadership Personnel grant (H325D140087). The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health or the US Department of Education.
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Crandall, M.C., Bottema-Beutel, K., McDaniel, J. et al. Children with Autism Spectrum Disorder May Learn from Caregiver Verb Input Better in Certain Engagement States. J Autism Dev Disord 49, 3102–3112 (2019). https://doi.org/10.1007/s10803-019-04041-w