Research on typical children's early lexical development has provided compelling evidence for the influence of both social-pragmatic and linguistic cues (Clark, 2015;Graham et al., 2015), and is beginning to create an integrative framework to explain how these various sources of knowledge converge and diverge in different contexts and across development to guide word learning (Graham et al., 2015;Hoff & Naigles, 2002;Hollich et al., 2000). Researchers of language learning in special populations have also recently called for investigations of the concurrent and predictive relations between linguistic and nonlinguistic development for these children (Abbeduto, McDuffie, Thurman, & Kover, 2016). We take up this task in the current study and extend the investigation of the combined roles of linguistic and social-pragmatic cues to the acquisition of personal pronouns in both typically developing (TD) children and children with autism spectrum disorder (ASD).Personal pronouns pose a particularly challenging problem for young language learners. Unlike object nouns, the referents of personal pronouns change depending on the role of the speaker in a conversation, and more than one person can be referred to by the same pronoun even within the same conversation (e.g. multiple instances of her in a group of girls). An English-exposed child must learn to identify a pronoun's person (I vs. you), case (me vs. my), and number (me vs. us) to correctly use the pronoun system (Charney, 1980;Chiat,