Parental Language Input Predicts Neuroscillatory Patterns Associated with Language Development in Toddlers at Risk of Autism

Romeo, Rachel R.; Choi, Boin; Gabard-Durnam, Laurel; Wilkinson, Carol L.; Levin, April R.; Rowe, Meredith L.; Tager–Flusberg, Helen; Nelson, Charles A.

doi:10.1007/s10803-021-05024-6

Cited by 23 publications

(29 citation statements)

References 85 publications

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“…Parent-child interaction was used to characterize the quality and quantity of parental input when children were 18 months old and relations with expressive and receptive language at 24-months old were investigated. An association was found with expressive language for the whole sample (siblings of autistic and neurotypical children), but only for EL-siblings who would ultimately go on to receive a diagnosis, the effect was mediated by frontal and temporal gamma power [74]. Moreover, replicating previous results of Wilkinson et al [77], gamma power had a direct negative effect on expressive language scores in for the whole sample, but especially for EL-siblings that received a later diagnosis.…”

Section: Speech Production Abilitiessupporting

confidence: 82%

“…Gamma power was investigated as a mediator in the relation between parental language input and child language abilities [74]. Parent-child interaction was used to characterize the quality and quantity of parental input when children were 18 months old and relations with expressive and receptive language at 24-months old were investigated.…”

Section: Speech Production Abilitiesmentioning

confidence: 99%

“…Brain-based factors. Brain-based factors were most frequently investigated in samples involving ELsiblings, as many of the included papers here draw from the same overarching research study (the Infant Sibling Project) [e.g.,74,77]. Two included research articles however examined children with an established diagnosis.Using structural MRI, Chen et al[58] investigated the role of the speech-evoked auditory brainstem response (speech-ABR) and broad language abilities in three-to six-year-old autistic children.…”

mentioning

confidence: 99%

“…It remains unclear however if there is a direct effect of motor skills on language, or if this relationship is mediated by other variables, such as joint attention.Lastly, exploring a neurocognitive component, different brain-based elements appeared to be of importance. Especially frontal EEG power (in alpha, delta, gamma and theta bands) during the rst year of life was frequently investigated and partly predicted later expressive language abilities in EL-siblings[65, 69,74,75,77). It should however be taken into account that most included investigations were part of a larger overarching research study and thus examined the same sample[65, 67, 69,74].…”

mentioning

confidence: 99%

“…Especially frontal EEG power (in alpha, delta, gamma and theta bands) during the rst year of life was frequently investigated and partly predicted later expressive language abilities in EL-siblings[65, 69,74,75,77). It should however be taken into account that most included investigations were part of a larger overarching research study and thus examined the same sample[65, 67, 69,74].…”

mentioning

confidence: 99%

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Factors Associated with Receptive and Expressive Language in Autistic Children and Siblings: A systematic review

Mues

Schaubroeck

Demurie

et al. 2022

Preprint

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Background Language abilities of autistic children and children at elevated likelihood for autism (EL-siblings) are highly heterogeneous, and many of them develop language deficits. It is as of yet unclear why language abilities of autistic children and EL-siblings vary, although a multifactorial risk model for language deficits seems more plausible than a single exploratory factor. In this review, we discuss research articles that identify factors implicated in the receptive or expressive language abilities of autistic children and EL-siblings since the introduction of the DSM-5. Method The search strategy of this review followed the PRISMA guidelines. The following databased were consulted: Embase, MEDLINE, Web of Science Core Collection and Scopus. Risk of bias (ROB) assessment was completed on using the Newcastle-Ottawa Scales. Results Out of 25624 records screened, 54 articles were included. We identified 56 factors implicated in receptive or expressive language abilities of autistic children and EL-siblings and divided them into ten categories: autism traits; biological factors; brain-based factors; child characteristics and early child development; environmental factors; gestures; motor skills; parental input; social factors and other factors. Although many of the identified variables were only examined in one article, some well-researched factors stood out, in particular joint attention, nonverbal cognitive abilities and frontal EEG power. Conclusions Our results confirm that a multifactorial risk model is most likely for language deficits in autism. Important aspects that should be considered in such a model are, amongst others, social factors such as joint attention, child characteristics such as nonverbal cognition, and neurocognitive factors.

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Section: Speech Production Abilitiessupporting

confidence: 82%

Section: Speech Production Abilitiesmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Factors Associated with Receptive and Expressive Language in Autistic Children and Siblings: A systematic review

Mues

Schaubroeck

Demurie

et al. 2022

Preprint

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Socioeconomic status and reading outcomes: Neurobiological and behavioral correlates

Romeo

Uchida

Christodoulou

2022

New Drctns Chld & Adlscnt

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In this chapter, we examine reading outcomes and socioeconomic status (SES) using a developmental cognitive and educational neuroscience perspective. Our focus is on reading achievement and intervention outcomes for students from lower SES backgrounds who struggle with reading. Socioeconomic disadvantage is a specific type of vulnerability students experience, which is often narrowly defined based on parental income, education level, and/or occupational prestige. However, implications of socioeconomic status extend broadly to a suite of areas relevant for reading outcomes including a student's access to resources, experiences, language exposure, academic outcomes, and psychological correlates. Underlying this constellation of factors are brain systems supporting the processing of oral and written language as well as stress‐related factors. We review the implications of SES and reading achievement, and their intersectionality, for the science and practice of reading instruction.

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Investigating the association between socioeconomic status and language skills in children with autism spectrum disorder or other developmental delays

Pecukonis,

Levinson,

Chu

et al. 2024

Infant and Child Development

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Numerous studies have reported that socioeconomic status (SES) predicts language skills in typically developing children. However, this association has been less systematically studied in children with developmental disabilities, such as autism spectrum disorder (ASD) or other developmental delays (DD). In the present study, we examined the association between SES, operationalized as maternal education attainment and health insurance status, and receptive and expressive language skills in a sample of children from lower SES, racial/ethnic minority families at increased ‘clinical risk’ for ASD based on early screening. Neither maternal education attainment nor health insurance status were significantly associated with children's language skills. Expressive and receptive language skills were significantly higher in children with DD compared to children with ASD. Findings differ from previously published work, highlighting the importance of study replication. Further research is needed to understand why the association between SES and children's language skills might vary across samples.Highlights Examined association between socioeconomic status (SES) and language skills in children at ‘clinical risk’ for autism based on early screening. Found no associations between measures of SES and children's language skills. Results differ from previously published work, highlighting the importance of replicating studies with lower SES, racial/ethnic minority families.

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Parental Language Input Predicts Neuroscillatory Patterns Associated with Language Development in Toddlers at Risk of Autism

Cited by 23 publications

References 85 publications

Factors Associated with Receptive and Expressive Language in Autistic Children and Siblings: A systematic review

Factors Associated with Receptive and Expressive Language in Autistic Children and Siblings: A systematic review

Socioeconomic status and reading outcomes: Neurobiological and behavioral correlates

Investigating the association between socioeconomic status and language skills in children with autism spectrum disorder or other developmental delays

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