Special Education Department, Vanderbilt University, 110 Magnolia Circle, OMC 318, Nashville, TN, 37212, USA.
Lynch School of Education, Boston College, 140 Commonwealth Ave, Chestnut Hill, MA, 02467, USA.
J Autism Dev Disord. 2019 Aug;49(8):3102-3112. doi: 10.1007/s10803-019-04041-w.
The relation between caregiver follow-in utterances with verbs presented in different states of dyadic engagement and later child expressive verb vocabulary in children with autism spectrum disorder (ASD) was examined in 29 toddlers with ASD and their caregivers. Caregiver verb input in follow-in utterances presented during higher order supported joint engagement (HSJE) accounted for a significant, large amount of variance in later child verb vocabulary; R= .26. This relation remained significant when controlling for early verb vocabulary or verb input in lower support engagement states. Other types of talk in follow-in utterances in HSJE did not correlate with later verb vocabulary. These findings are an important step towards identifying interactional contexts that facilitate verb learning in children with ASD.
本研究调查了 29 名自闭症谱系障碍（ASD）儿童及其照顾者在互动过程中呈现不同状态的动词后，照顾者的跟随言语与儿童随后的表达性动词词汇之间的关系。在高支持联合参与（HSJE）期间呈现的跟随言语中，照顾者动词输入量与儿童随后的动词词汇量显著相关，相关系数为.26。当控制早期动词词汇量或较低支持参与状态下的动词输入量时，这种关系仍然显著。HSJE 中的其他类型的跟随言语与随后的动词词汇量不相关。这些发现是朝着确定促进 ASD 儿童动词学习的互动环境迈出的重要一步。
