Meghan R Swanson1,2, Kevin Donovan3, Sarah Paterson4, Jason J Wolff5, Julia Parish-Morris6, Shoba S Meera2, Linda R Watson7, Annette M Estes8, Natasha Marrus9, Jed T Elison10, Mark D Shen11, Heidi B McNeilly2, Leigh MacIntyre12, Lonnie Zwaigenbaum13,14, Tanya St John8, Kelly Botteron9,15, Stephen Dager16, Joseph Piven2,11. 1. School of Behavioral and Brain Sciences, University of Texas at Dallas, Richardson, Texas. 2. Carolina Institute for Developmental Disabilities (CIDD), University of North Carolina at Chapel Hill, Chapel Hill, North Carolina. 3. Department of Biostatistics, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina. 4. Department of Psychology, Temple University, Philadelphia, Pennsylvania. 5. Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota. 6. Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania. 7. Division of Speech and Hearing Sciences, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina. 8. Department of Speech and Hearing Sciences, University of Washington, Seattle, Washington. 9. Department of Psychiatry, Washington University in St. Louis, St. Louis, Missouri. 10. Institute of Child Development, University of Minnesota, Minneapolis, Minnesota. 11. Department of Psychiatry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina. 12. McGill Center for Integrative Neuroscience, McGill University, Montreal, Canada. 13. Department of Pediatrics, University of Alberta, Edmonton, Canada. 14. Autism Research Centre (E209), Glenrose Rehabilitation Hospital, Edmonton, Canada. 15. Department of Radiology, Washington University in St. Louis, St. Louis, Missouri. 16. Department of Radiology, University of Washington, Seattle, Washington.
Abstract
The way that parents communicate with their typically developing infants is associated with later infant language development. Here we aim to show that these associations are observed in infants subsequently diagnosed with autism spectrum disorder (ASD). This study had three groups: high-familial-risk infants who did not have ASD (n = 46); high-familial-risk infants who had ASD (n = 14); and low-familial-risk infants who exhibited typical development (n = 36). All-day home language recordings were collected at 9 and 15 months, and language skills were assessed at 24 months. Across all infants in the study, including those with ASD, a richer home language environment (e.g., hearing more adult words and experiencing more conversational turns) at 9 and 15 months was associated with better language skills. Higher parental educational attainment was associated with a richer home language environment. Mediation analyses showed that the effect of education on child language skills was explained by the richness of the home language environment. Exploratory analyses revealed that typically developing infants experience an increase in caregiver-child conversational turns across 9-15 months, a pattern not seen in children with ASD. The current study shows that parent behavior during the earliest stages of life can have a significant impact on later development, highlighting the home language environment as means to support development in infants with ASD. Autism Res 2019, 12: 1784-1795.
The way that parents communicate with their typically developing infants is associated with later infant language development. Here we aim to show that these associations are observed in infants subsequently diagnosed with autism spectrum disorder (ASD). This study had three groups: high-familial-risk infants who did not have ASD (n = 46); high-familial-risk infants who had ASD (n = 14); and low-familial-risk infants who exhibited typical development (n = 36). All-day home language recordings were collected at 9 and 15 months, and language skills were assessed at 24 months. Across all infants in the study, including those with ASD, a richer home language environment (e.g., hearing more adult words and experiencing more conversational turns) at 9 and 15 months was associated with better language skills. Higher parental educational attainment was associated with a richer home language environment. Mediation analyses showed that the effect of education on childlanguage skills was explained by the richness of the home language environment. Exploratory analyses revealed that typically developing infants experience an increase in caregiver-child conversational turns across 9-15 months, a pattern not seen in children with ASD. The current study shows that parent behavior during the earliest stages of life can have a significant impact on later development, highlighting the home language environment as means to support development in infants with ASD. Autism Res 2019, 12: 1784-1795.
Authors: Steven F Warren; Jill Gilkerson; Jeffrey A Richards; D Kimbrough Oller; Dongxin Xu; Umit Yapanel; Sharmistha Gray Journal: J Autism Dev Disord Date: 2010-05
Authors: Meredith Pecukonis; Gregory S Young; Jessica Brian; Tony Charman; Katarzyna Chawarska; Mayada Elsabbagh; Jana M Iverson; Shafali Jeste; Rebecca Landa; Daniel S Messinger; A J Schwichtenberg; Sara Jane Webb; Lonnie Zwaigenbaum; Helen Tager-Flusberg Journal: Autism Res Date: 2022-06-01 Impact factor: 4.633
Authors: Rachel R Romeo; Boin Choi; Laurel J Gabard-Durnam; Carol L Wilkinson; April R Levin; Meredith L Rowe; Helen Tager-Flusberg; Charles A Nelson Journal: J Autism Dev Disord Date: 2021-06-29
Authors: Jaclyn Gunderson; Emma Worthley; Rebecca Grzadzinski; Catherine Burrows; Annette Estes; Lonnie Zwaigenbaum; Kelly Botteron; Stephen Dager; Heather Hazlett; Robert Schultz; Joseph Piven; Jason Wolff Journal: Autism Res Date: 2021-06-19 Impact factor: 4.633