Hart Chelsie M, Curtin Suzanne
Department of Psychology, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada.
, Calgary, AB, T3G 4B5, Canada.
J Autism Dev Disord. 2023 Apr;53(4):1347-1362. doi: 10.1007/s10803-021-05379-w. Epub 2021 Nov 24.
This longitudinal study examined how receptive and expressive vocabulary assessments capture vocabulary development in children with Autism Spectrum Disorder (ASD) and typically developing (TD) children. Using mixed regression modelling, we explored when children with ASD significantly different from TD children. We also examined the variability of individual trajectories of vocabulary development in children with ASD. Children with ASD showed slowed trajectories and significantly differed from TD children by 24 months on all assessments except for picture-based assessments. Children with ASD also showed high heterogeneity in trajectories, with some showing inconsistent patterns of growth, stagnation, and regression across assessments. This suggests that conclusions based on individual assessments of vocabulary can vary and assessment characteristics must be considered when monitoring vocabulary development.
这项纵向研究考察了接受性和表达性词汇评估如何反映自闭症谱系障碍（ASD）儿童和发育正常（TD）儿童的词汇发展情况。通过混合回归模型，我们探究了ASD儿童与TD儿童在何时存在显著差异。我们还研究了ASD儿童词汇发展个体轨迹的变异性。ASD儿童的轨迹发展较慢，在除基于图片的评估外的所有评估中，与TD儿童相比在24个月时存在显著差异。ASD儿童在轨迹上也表现出高度的异质性，一些儿童在不同评估中呈现出不一致的增长、停滞和倒退模式。这表明基于词汇个体评估得出的结论可能存在差异，在监测词汇发展时必须考虑评估特征。
