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Social and Behavioral Sciences Commons™
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Articles 1 - 3 of 3
Full-Text Articles in Social and Behavioral Sciences
Language Nutrition For Language Health In Children With Disorders: A Scoping Review, Janet Y. Bang, Aubrey S. Adiao, Virginia A. Marchman, Heidi M. Feldman
Language Nutrition For Language Health In Children With Disorders: A Scoping Review, Janet Y. Bang, Aubrey S. Adiao, Virginia A. Marchman, Heidi M. Feldman
Faculty Research, Scholarly, and Creative Activity
The quantity and quality of child-directed speech—language nutrition—provided to typically-developing children is associated with language outcomes—language health. Limited information is available about child-directed speech to children at biological risk of language impairments. We conducted a scoping review on caregiver child-directed speech for children with three clinical conditions associated with language impairments—preterm birth, intellectual disability, and autism—addressing three questions: (1) How does child-directed speech to these children differ from speech to typically-developing children? (2) What are the associations between child-directed speech and child language outcomes? (3) How convincing are intervention studies that aim to improve child-directed speech and thereby facilitate children’s …
Parental Input To Children With Asd And Its Influence On Later Language, Aparna Nadig, Janet Bang
Parental Input To Children With Asd And Its Influence On Later Language, Aparna Nadig, Janet Bang
Faculty Research, Scholarly, and Creative Activity
In this chapter, we review evidence on parental input to children with autism spectrum disorder (ASD), moving from quantitative measures of linguistic features to qualitative measures of interaction. First, we examine lexical and syntactic features (e.g., number of utterances, mean length of utterance [MLU]) in the input provided to children with ASD compared with TD [typically developing] children matched on language level. Second, we turn to work on parental responsiveness, or the tendency to provide verbal or gestural input in sync with the child’s focus of attention, and how this compares across dyads including a child with ASD or a …
Learning Language In Autism: Maternal Linguistic Input Contributes To Later Vocabulary, Janet Bang, Aparna Nadig
Learning Language In Autism: Maternal Linguistic Input Contributes To Later Vocabulary, Janet Bang, Aparna Nadig
Faculty Research, Scholarly, and Creative Activity
It is well established that children with typical development (TYP) exposed to more maternal linguistic input develop larger vocabularies. We know relatively little about the linguistic environment available to children with autism spectrum disorders (ASD), and whether input contributes to their later vocabulary. Children with ASD or TYP and their mothers from English and French-speaking families engaged in a 10 min free-play interaction. To compare input, children were matched on language ability, sex, and maternal education (ASD n = 20, TYP n = 20). Input was transcribed, and the number of word tokens and types, lexical diversity (D), mean length …