Department of Hearing and Speech Sciences, Vanderbilt University, Nashville, TN, USA.
Department of Special Education, Vanderbilt University, Nashville, TN, USA.
Autism Res. 2016 Feb;9(2):301-10. doi: 10.1002/aur.1516. Epub 2015 Jul 14.
We tested the relative levels (i.e., age equivalencies) of concurrent cross-modality (receptive and expressive) vocabulary and the relative strength of the longitudinal, cross-modality associations between early and later vocabulary sizes in minimally verbal preschoolers with ASD. Eighty-seven children participated. Parent-reported vocabulary was assessed at four periods separated by 4 months each. Expressive age equivalent scores were higher than receptive age equivalent scores at all four periods. Cross-lagged panel analysis was used to rule out common, but trivial, explanations for differences between the longitudinal associations of interest. Key associations were tested across intervals that varied from 8 to 12 months. In two of the three tested panels, the associations between early expressive vocabulary size and later receptive vocabulary size were stronger than the associations between early receptive vocabulary size and later expressive vocabulary size, providing evidence that is consistent with the hypothesis that expressive vocabulary size drives receptive vocabulary size in minimally verbal preschoolers with ASD.
我们测试了患有 ASD 的轻度语言学龄前儿童在同时进行的跨模态（接受性和表达性）词汇方面的相对水平（即年龄等价物），以及早期和后期词汇大小之间的纵向、跨模态关联的相对强度。共有 87 名儿童参与。家长报告的词汇量在四个间隔期进行评估，每个间隔期相隔 4 个月。在所有四个时期，表达性年龄等价分数均高于接受性年龄等价分数。交叉滞后面板分析用于排除对所关注的纵向关联差异的常见但微不足道的解释。关键关联在从 8 到 12 个月不等的间隔内进行了测试。在所测试的三个面板中的两个中，早期表达性词汇量与后期接受性词汇量之间的关联强于早期接受性词汇量与后期表达性词汇量之间的关联，这为假设提供了一致的证据，即表达性词汇量推动了 ASD 轻度语言学龄前儿童的接受性词汇量。
