The Developmental Sequence and Relations Between Gesture and Spoken Language in Toddlers With Autism Spectrum Disorder

Talbott, Meagan R.; Young, Gregory S.; Munson, Jeff; Estes, Annette; Vismara, Laurie A.; Rogers, Sally J.

doi:10.1111/cdev.13203

Cited by 26 publications

(15 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The finding that the onset of referential expressive language preceded the onset of declarative point for 89% of the toddlers with WS in the present sample replicates Mervis and Bertrand’s (1997) finding that 90% of an independent and considerably smaller sample of children with WS began to produce referential language prior to comprehending or producing declarative pointing gestures. This pattern contrasts strongly with that both for TD infants and for toddlers with a variety of other DDs (see review in Mervis and Bertrand, 1997) but fits with Talbott et al’s (in press) finding that in a sample of children with ASD, only 38% produced distal pointing gestures prior to the onset of expressive language. As discussed in the next section, this delay in the onset of referential gestures likely is an important contributor to the language delay associated with WS.…”

Section: Discussionsupporting

confidence: 78%

“…More recently, this relation has been addressed for toddlers with ASD. In a longitudinal study with monthly data collection, Talbott et al (in press) found a different pattern than had been reported for TD infants or children with other DDs. In particular, of the 32 participants, only 12 showed the typical pattern of acquisition of distal pointing gestures prior to the onset of expressive language.…”

Section: Introductioncontrasting

confidence: 55%

See 1 more Smart Citation

Age at Onset of Declarative Gestures and 24-Month Expressive Vocabulary Predict Later Language and Intellectual Abilities in Young Children With Williams Syndrome

Becerra

Mervis

2019

Front. Psychol.

View full text Add to dashboard Cite

Background: One of the most consistent findings in the early language acquisition literature regarding children in the general population is that the onset of declarative pointing gestures precedes the onset of expressive referential language. Furthermore, frequency of early use of declarative gestures is a stronger predictor of later lexical development than early vocabulary size. These findings suggest that early declarative gestures may play a critical facilitative role in later language development. To evaluate the universality of these findings, we tested children with Williams syndrome (WS), a genetic disorder associated with both language and communicative gesture delay.Method: Participants were 47 children with classic-length WS deletions. Age of onset of declarative show and point were determined by parental report on the MacArthur-Bates Communicative Development Inventory (CDI): Words and Gestures. Expressive vocabulary size at onset of these gestures, first referential expressive word, 24 months, and 48 months and grammatical complexity at 48 months were determined by parental report on the CDI: Words and Sentences. Receptive and expressive vocabulary and overall intellectual ability at 48 months were measured using standardized assessments.Results: In contrast to previous findings for children in the general population, most children with WS began to produce referential language several months before they produced declarative point. A series of multiple regressions indicated that both age at onset of declarative point and expressive vocabulary size at 24 months made significant independent contributions to individual differences in lexical, grammatical, and overall intellectual ability at 48 months. Similarly to the findings for typically developing children and children with other developmental disabilities, individual differences in the declarative gesture measure accounted for considerably more variance in 48-month lexical ability than early expressive vocabulary size.Discussion: The transition from prelinguistic communication to initial referential language does not depend on the onset of the ability to use declarative point. Nevertheless, the length of time that a child has been producing declarative point was a better predictor than early expressive vocabulary of later lexical abilities. Thus, despite the earlier divergence in their path to language development from the typical one, the path for children with WS re-converges with that for typically developing children and children with other developmental disabilities.

show abstract

Section: Discussionsupporting

confidence: 78%

Section: Introductioncontrasting

confidence: 55%

Age at Onset of Declarative Gestures and 24-Month Expressive Vocabulary Predict Later Language and Intellectual Abilities in Young Children With Williams Syndrome

Becerra

Mervis

2019

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Özçalışkan et al (2016) found that the deictic gestures of 30month-old children with ASD could predict the vocabulary 1 year later. Besides, the emergence of distal pointing was closely linked with the emergence of first words, and the onset of gesture + word combinations predates and predicts the onset of two-word combinations (Talbott et al, 2018). In adolescence, gesture use was positively associated with vocabulary for youths with ASD (Medeiros and Winsler, 2014).…”

Section: Gestures In Children With Autism Spectrum Disordermentioning

confidence: 91%

The Gestures in 2–4-Year-Old Children With Autism Spectrum Disorder

Liu

et al. 2021

Front. Psychol.

View full text Add to dashboard Cite

Deficits in gestures act as early signs of impairment in social interaction (SI) and communication in children with autism spectrum disorder (ASD). However, the pieces of literature on atypical gesture patterns in ASD children are contradictory. This investigation aimed to explore the atypical gesture pattern of ASD children from the dimensions of quantity, communicative function, and integration ability; and its relationship with social ability and adaptive behavior. We used a semi-structured interactive play to evaluate gestures of 33 ASD children (24–48 months old) and 24 typically developing (TD) children (12–36 months old). And we evaluated the social ability, adaptive behavior, and productive language of ASD and TD children by using the Adaptive Behavior Assessment System version II (ABAS-II) and Chinese Communication Development Inventory (CCDI). No matter the total score of CCDI was corrected or not, the relative frequency of total gestures, behavior regulation (BR) gestures, SI gestures, and joint attention (JA) gestures of ASD children were lower than that of TD children, as well as the proportion of JA gestures. However, there was no significant group difference in the proportion of BR and SI gestures. Before adjusting for the total score of CCDI, the relative frequency of gestures without vocalization/verbalization integration and vocalization/verbalization-integrated gestures in ASD children was lower than that in TD children. However, after matching the total score of CCDI, only the relative frequency of gestures without vocalization/verbalization integration was lower. Regardless of the fact that the total score of CCDI was corrected or not, the relative frequency and the proportion of eye-gaze-integrated gestures in ASD children were lower than that in TD children. And the proportion of gestures without eye-gaze integration in ASD children was higher than that in TD children. For ASD children, the social skills score in ABAS-II was positively correlated with the relative frequency of SI gesture and eye-gaze-integrated gestures; the total score of ABAS-II was positively correlated with the relative frequency of total gestures and eye-gaze-integrated gestures. In conclusion, ASD children produce fewer gestures and have deficits in JA gestures. The deficiency of integrating eye gaze and gesture is the core deficit of ASD children’s gesture communication. Relatively, ASD children might be capable of integrating vocalization/verbalization into gestures. SI gestures and the ability to integrate gesture and eye gaze are related to social ability. The quantity of gestures and the ability to integrate gesture with eye gaze are related to adaptive behavior.Clinical Trial Registration:www.ClinicalTrials.gov, identifier ChiCTR1800019679.

show abstract

“…Thus, improvements in AP may reflect an increase in the frequency with which children used these skills, rather Learning a new behaviour may also take more time than increasing the consistency with which an already acquired behaviour is used. This is likely to be especially true for learning new complex behaviours such as language where development tends to occur in stages over time (Rogers & Dawson, 2010;Talbott et al, 2018). It may therefore be difficult to show progress in these types of behaviours in studies conducted over a relatively short time period, such as Studies 1 and 2.…”

Section: Child Outcomesmentioning

confidence: 99%

“…Finally, it is worth noting that an estimated 25 -30% of individuals with ASD may never develop productive speech (Talbott et al, 2018). It is therefore possible that for this subset of the ASD population, intervention may not lead to improvements on verbal outcomes.…”

Section: Vocal/verbal Outcomesmentioning

confidence: 99%

Evaluation of an Early Start Denver Model-based intervention for young children with autism in an inclusive preschool setting.

Tupou¹

View full text Add to dashboard Cite

<p>Autism spectrum disorder (ASD) is a neurodevelopmental disorder defined by difficulties in social communication and the presence of restricted or repetitive behaviours or interests. There is evidence to suggest that early intervention (EI) can lead to improved outcomes for children with ASD. Inclusive preschool-based delivery of EI appears to satisfy current legal and best-practice recommendations around the delivery of EI for young children with ASD. It may also offer several potential benefits including cost-effectiveness, efficiency and opportunities for children with ASD to learn from their peers. The Early Start Denver Model (ESDM) is a promising naturalistic behavioural developmental intervention for young children with ASD aged between 12 and 60 months. The ESDM can be delivered to children in a group-based format and several studies have demonstrated its effectiveness when delivered for 15 to 25 hours per week in designated ESDM preschools with low child–teacher ratios. However, the preschools involved in these studies may not be representative of the typical preschool setting for many communities. Thus, more research is needed to determine the effectiveness of this intervention when delivered under conditions that more closely reflect the typical real-world preschool setting. In the present thesis, two studies with multiple probe across participants designs, each involving three preschool children with ASD, examined the feasibility and effectiveness of the use of the ESDM in an inclusive preschool setting. Specifically, Study 1 evaluated the effectiveness of a modified version of ESDM therapy delivered by a certified therapist and Study 2 evaluated (a) the effectiveness of a brief ESDM coaching programme, and (b) the effectiveness of a modified version of ESDM therapy delivered by preschool teachers. For both studies, the intervention was delivered in regular community preschools and no major changes were made to the typical preschool environments or routines. Effectiveness was assessed by measuring improvements in child active participation, vocal/verbal communication and imitation, and, for Study 2, teachers’ fidelity of implementation of ESDM techniques. Teachers’ perceptions of the acceptability and effectiveness of the intervention were also assessed via a questionnaire and in-depth interviews. In Study 1, an outside certified therapist delivered 3 hours per week of ESDM to three children with ASD over an 8- to 10-week period. Participants showed improvement in active participation, imitation and either intentional vocalisations or spontaneous functional utterances. These results were generally maintained at follow-up. For Study 2, a brief coaching programme was used to train three preschool teachers to use the ESDM with a child with ASD who attended the inclusive preschools where they worked. Teachers improved in their use of the ESDM strategies and children demonstrated improved levels of active participation but results for child imitation and communication were mixed. Teachers also found the intervention to be acceptable and effective. Together, the results from these studies provide preliminary support for the feasibility and effectiveness of the ESDM when delivered in real-world inclusive preschool settings. More research is needed to determine the most effective approach to delivering EI for ASD in an inclusive preschool setting. It may also be valuable to evaluate the extent to which gains made by children and teachers during intervention generalise to other people and/or settings.</p>

show abstract

The Developmental Sequence and Relations Between Gesture and Spoken Language in Toddlers With Autism Spectrum Disorder

Cited by 26 publications

References 51 publications

Age at Onset of Declarative Gestures and 24-Month Expressive Vocabulary Predict Later Language and Intellectual Abilities in Young Children With Williams Syndrome

Age at Onset of Declarative Gestures and 24-Month Expressive Vocabulary Predict Later Language and Intellectual Abilities in Young Children With Williams Syndrome

The Gestures in 2–4-Year-Old Children With Autism Spectrum Disorder

Evaluation of an Early Start Denver Model-based intervention for young children with autism in an inclusive preschool setting.

Contact Info

Product

Resources

About