Naigles Letitia R
Department of Psychology, University of Connecticut, Storrs, Connecticut.
Semin Speech Lang. 2013 Nov;34(4):237-48. doi: 10.1055/s-0033-1353446. Epub 2013 Dec 2.
The social deficits associated with autism spectrum disorders (ASD) have been implicated in the language delays and deficits of children with ASD. Consequently, the extent to which children with ASD utilize their language-related interactions and input in the same ways as typically developing children is only just beginning to be investigated. The current article summarizes the role of input for typically developing children learning language, and then reviews in some detail recent studies demonstrating influential effects of maternal responsivity (e.g., following in on children's focus of attention) and aspects of maternal speech (e.g., word frequency, word diversity, structural complexity) on the language production and comprehension of young children with ASD. Maternal responsivity appears to play a particularly influential role with children who are minimally verbal whereas the content and structure of maternal speech facilitate language in children who are already verbal.
与自闭症谱系障碍（ASD）相关的社交缺陷被认为与ASD儿童的语言延迟和缺陷有关。因此，ASD儿童以与正常发育儿童相同的方式利用其与语言相关的互动和输入的程度才刚刚开始被研究。本文总结了输入对正常发育的语言学习儿童的作用，然后详细回顾了最近的研究，这些研究表明母亲的反应性（例如，跟随孩子的注意力焦点）和母亲言语的方面（例如，词频、词汇多样性、结构复杂性）对ASD幼儿的语言产出和理解有影响。母亲的反应性似乎对极少说话的儿童起着特别有影响的作用，而母亲言语的内容和结构则有助于已经会说话的儿童的语言发展。
