Skip to main content
Top
Gepubliceerd in: Journal of Autism and Developmental Disorders 10/2018

21-05-2018 | Original Paper

Uneven Expressive Language Development in Mandarin-Exposed Preschool Children with ASD: Comparing Vocabulary, Grammar, and the Decontextualized Use of Language via the PCDI-Toddler Form

Auteurs: Yi (Esther) Su, Letitia R. Naigles, Lin-Yan Su

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 10/2018

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Data from children with ASD who are learning Indo-European languages indicate that (a) they vary hugely in their expressive language skills and (b) their pragmatic/socially-based language is more impaired than their structural language. We investigate whether similar patterns of language development exist for Mandarin-exposed children with ASD. Parent report data of the Putonghua Communicative Development Inventory—Toddler Form were collected from 160 17–83-month-old children with ASD. These children with ASD demonstrated similar levels of variability as Western children with ASD. In particular, they could be divided into three distinct subgroups (high verbal, middle verbal, low verbal), all of which manifested relative strengths in lexical and grammatical language compared to pragmatic usage of decontextualized language.
Voetnoten
1
In the present study, we consider the pragmatic skills of children with ASD to include both the narrow concept of pragmatics (i.e., is concerned with the linguistic aspect of language use, including the child’s discourse and narrative skills such as turn-taking, producing speech act, use of figurative and inferential language, etc.) and the broad concept of pragmatics (i.e., is concerned with the communicative and functional aspects of language use, such as the child’s early use of communicative gestures and joint attention). This is because we wish to focus on the natural language use of young children with ASD, which includes an integration of the linguistic, social and communicative aspects of early pragmatic development.
 
2
As with the MCDI, the section of ‘How Children Use Words’ in the PCDI also contains 5 items about the frequency of the child’s use of words for the past, future, absent object (production), absent object (comprehension) and absent owner. For the purpose of analyzing expressive language in children with ASD, we only report the results of the 4 production items in the present study.
 
3
We also compared results of the MV group to the Tardif et al. (2008) norms from TD boys at 22 months of age, even though their overall vocabulary trended higher (p = .06) than the MV group. We found no significant group differences on noun, t (73) = 1.24, p > .05, d = .28, word combination, χ2 = 2.62, p > .05, V = .19, and sentence complexity, t (73) = .19, p > .05, d = .04; however, the TD22 group had higher scores on the verb, pronoun, classifier, and question word lexical subcategories (ts > 2.23, ps < .05, ds > .51), and on the possessive and aspect marker grammatical items (chi-squares > 6.10, ps < .05, Vs > .29), as well as on 3 of the 4 decontextualized language items (chi-squares > 19.13, ps < .001, Vs > .51) except for ‘absent toys/animals’ which trended higher (χ2 = 3.54, p = .06, V = .22).
 
4
The results were similar if we omit 9 additional children aged between 5;0 and 5;6.
 
Literatuur
go back to reference American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: American Psychiatric Publishing. American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: American Psychiatric Publishing.
go back to reference American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC.: American Psychiatric Publishing.CrossRef American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC.: American Psychiatric Publishing.CrossRef
go back to reference Baron-Cohen, S. (2000). Theory of mind and autism: A fifteen year review. In S. Baron-Cohen, H. Tager-Flusberg & D. J. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience (pp. 3–20). Oxford: Oxford University Press. Baron-Cohen, S. (2000). Theory of mind and autism: A fifteen year review. In S. Baron-Cohen, H. Tager-Flusberg & D. J. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience (pp. 3–20). Oxford: Oxford University Press.
go back to reference Baron-Cohen, S., Baldwin, D. A., & Crowson, M. (1997). Do children with autism use the speaker’s direction of gaze strategy to crack the code of language? Child Development, 68(1), 48–57.CrossRefPubMed Baron-Cohen, S., Baldwin, D. A., & Crowson, M. (1997). Do children with autism use the speaker’s direction of gaze strategy to crack the code of language? Child Development, 68(1), 48–57.CrossRefPubMed
go back to reference Bauminger-Zviely, N., Golan-Itshaky, A., & Tubul-Lavy, G. (2017). Speech acts during friends’ and non-friends’ spontaneous conversations in preschool dyads with high-functioning autism spectrum disorder versus typical development. Journal of Autism and Developmental Disorders, 47(5), 1380–1390.CrossRefPubMed Bauminger-Zviely, N., Golan-Itshaky, A., & Tubul-Lavy, G. (2017). Speech acts during friends’ and non-friends’ spontaneous conversations in preschool dyads with high-functioning autism spectrum disorder versus typical development. Journal of Autism and Developmental Disorders, 47(5), 1380–1390.CrossRefPubMed
go back to reference Bishop, D. V. M. (2003). The children’s communication checklist—2. London: Psychological Corporation. Bishop, D. V. M. (2003). The children’s communication checklist—2. London: Psychological Corporation.
go back to reference Bruinsma, Y., Koegel, R. L., & Koegel, L. K. (2004). Joint attention and children with autism: A review of the literature. Mental Retardation and Developmental Disabilities Research Reviews, 10(3), 169–175.CrossRefPubMed Bruinsma, Y., Koegel, R. L., & Koegel, L. K. (2004). Joint attention and children with autism: A review of the literature. Mental Retardation and Developmental Disabilities Research Reviews, 10(3), 169–175.CrossRefPubMed
go back to reference Bryant, J. B. (2015). Pragmatic development. In E. Bavin & L. R. Naigles (Eds.), The Cambridge handbook of child language (2nd ed., pp. 438–457). Cambridge: Cambridge University Press.CrossRef Bryant, J. B. (2015). Pragmatic development. In E. Bavin & L. R. Naigles (Eds.), The Cambridge handbook of child language (2nd ed., pp. 438–457). Cambridge: Cambridge University Press.CrossRef
go back to reference Charman, T., Drew, A., Baird, C., & Baird, G. (2003). Measuring early language development in preschool children with autism spectrum disorder using the MacArthur Communicative Development Inventory (Infant Form). Journal of Child Language, 30(1), 213–236.CrossRefPubMed Charman, T., Drew, A., Baird, C., & Baird, G. (2003). Measuring early language development in preschool children with autism spectrum disorder using the MacArthur Communicative Development Inventory (Infant Form). Journal of Child Language, 30(1), 213–236.CrossRefPubMed
go back to reference Charman, T., Howlin, P., Berry, B., & Prince, E. (2004). Measuring developmental progress of children with autism spectrum disorder on school entry using parent report. Autism, 8(1), 89–100.CrossRefPubMed Charman, T., Howlin, P., Berry, B., & Prince, E. (2004). Measuring developmental progress of children with autism spectrum disorder on school entry using parent report. Autism, 8(1), 89–100.CrossRefPubMed
go back to reference Charman, T., Swettenham, J., BaronCohen, S., Cox, A., Baird, G., & Drew, A. (1997). Infants with autism: An investigation of empathy, pretend play, joint attention, and imitation. Developmental Psychology, 33(5), 781–789.CrossRefPubMed Charman, T., Swettenham, J., BaronCohen, S., Cox, A., Baird, G., & Drew, A. (1997). Infants with autism: An investigation of empathy, pretend play, joint attention, and imitation. Developmental Psychology, 33(5), 781–789.CrossRefPubMed
go back to reference Chiang, C.-H., Soong, W.-T., Lin, T.-L., & Rogers, S. J. (2008). Nonverbal communication skills in young children with autism. Journal of Autism and Developmental Disorders, 38(10), 1898–1906.CrossRefPubMedPubMedCentral Chiang, C.-H., Soong, W.-T., Lin, T.-L., & Rogers, S. J. (2008). Nonverbal communication skills in young children with autism. Journal of Autism and Developmental Disorders, 38(10), 1898–1906.CrossRefPubMedPubMedCentral
go back to reference Dennis, M., Lazenby, A., & Lockyer, L. (2001). Inferential language in high-function children with autism. Journal of Autism and Developmental Disorders, 31, 47–54.CrossRefPubMed Dennis, M., Lazenby, A., & Lockyer, L. (2001). Inferential language in high-function children with autism. Journal of Autism and Developmental Disorders, 31, 47–54.CrossRefPubMed
go back to reference Durrleman-Tame, S., Burnel, M., & Reboul, A. (2017). Connections among complementation sentences, executive functioning, and theory of mind in autism. In L. R. Naigles (Ed.), Innovative investigations of language in autism spectrum disorder (pp. 163–182). Washington, DC: American Psychological Association.CrossRef Durrleman-Tame, S., Burnel, M., & Reboul, A. (2017). Connections among complementation sentences, executive functioning, and theory of mind in autism. In L. R. Naigles (Ed.), Innovative investigations of language in autism spectrum disorder (pp. 163–182). Washington, DC: American Psychological Association.CrossRef
go back to reference Eigsti, I.-M., Bennetto, L., & Dadlani, M. B. (2007). Beyond pragmatics: Morphosyntactic development in autism. Journal of Autism and Developmental Disorders, 37(6), 1007–1023.CrossRefPubMed Eigsti, I.-M., Bennetto, L., & Dadlani, M. B. (2007). Beyond pragmatics: Morphosyntactic development in autism. Journal of Autism and Developmental Disorders, 37(6), 1007–1023.CrossRefPubMed
go back to reference Eigsti, I.-M., de Marchena, A. B., Schuh, J. M., & Kelley, E. (2011). Language acquisition in autism spectrum disorders: A developmental review. Research in Autism Spectrum Disorders, 5(2), 681–691.CrossRef Eigsti, I.-M., de Marchena, A. B., Schuh, J. M., & Kelley, E. (2011). Language acquisition in autism spectrum disorders: A developmental review. Research in Autism Spectrum Disorders, 5(2), 681–691.CrossRef
go back to reference Fenson, L., Dale, P. S., Reznick, J. S., Thal, D., Bates, E., Hartung, J. P., et al. (1993). The MacArthur communicative development inventories: User’s guide and technical manual. San Diego: Singular Publishing Group. Fenson, L., Dale, P. S., Reznick, J. S., Thal, D., Bates, E., Hartung, J. P., et al. (1993). The MacArthur communicative development inventories: User’s guide and technical manual. San Diego: Singular Publishing Group.
go back to reference Geurts, H. M. (2007). CCC-2-NL: Children’s communication checklist-2. Amsterdam: Harcourt Assessment B.V. Geurts, H. M. (2007). CCC-2-NL: Children’s communication checklist-2. Amsterdam: Harcourt Assessment B.V.
go back to reference Geurts, H. M., & Embrechts, M. (2008). Language profiles in ASD, SLI, and ADHD. Journal of Autism and Developmental Disorders, 38(10), 1931–1943.CrossRefPubMed Geurts, H. M., & Embrechts, M. (2008). Language profiles in ASD, SLI, and ADHD. Journal of Autism and Developmental Disorders, 38(10), 1931–1943.CrossRefPubMed
go back to reference Happe, F. G. E. (1993). Communicative competence and theory of mind in autism. A test of relevance theory. Cognition, 48, 101–109.CrossRefPubMed Happe, F. G. E. (1993). Communicative competence and theory of mind in autism. A test of relevance theory. Cognition, 48, 101–109.CrossRefPubMed
go back to reference Huang, A. X., Jia, M., & Wheeler, J. J. (2013). Children with autism in the People’s Republic of China: Diagnosis, legal issues, and educational services. Journal of Autism and Developmental Disorders, 43(9), 1991–2001.CrossRefPubMed Huang, A. X., Jia, M., & Wheeler, J. J. (2013). Children with autism in the People’s Republic of China: Diagnosis, legal issues, and educational services. Journal of Autism and Developmental Disorders, 43(9), 1991–2001.CrossRefPubMed
go back to reference Ingram, D. (1981). Procedures for the phonological analyses of children’s language. Baltimore, MD: University Park Press. Ingram, D. (1981). Procedures for the phonological analyses of children’s language. Baltimore, MD: University Park Press.
go back to reference Jyotishi, M., Fein, D. A., & Naigles, L. R. (2017). “Didn’t I just say that?” Comparing parent report and spontaneous speech as indicators of grammatical development. Research in Developmental Disabilities, 61, 32–43.CrossRefPubMed Jyotishi, M., Fein, D. A., & Naigles, L. R. (2017). “Didn’t I just say that?” Comparing parent report and spontaneous speech as indicators of grammatical development. Research in Developmental Disabilities, 61, 32–43.CrossRefPubMed
go back to reference Kjelgaard, M. M., & Tager-Flusberg, H. (2001). An investigation of language impairment in autism: Implications for genetic subgroups. Language & Cognitive Processes, 16(2–3), 287–308.CrossRef Kjelgaard, M. M., & Tager-Flusberg, H. (2001). An investigation of language impairment in autism: Implications for genetic subgroups. Language & Cognitive Processes, 16(2–3), 287–308.CrossRef
go back to reference Krug, D. A., Arick, J., & Almond, P. (1980). Behavior checklist for identifying severely handicapped individuals with high levels of autistic behavior. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 21(3), 221–229.CrossRefPubMed Krug, D. A., Arick, J., & Almond, P. (1980). Behavior checklist for identifying severely handicapped individuals with high levels of autistic behavior. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 21(3), 221–229.CrossRefPubMed
go back to reference Lam, K.-H., & Ho, C. S.-H. (2014). Pragmatic skills in Chinese dyslexic children: Evidence from a parental checklist. Asia Pacific Journal of Developmental Differences, 1, 4–19. Lam, K.-H., & Ho, C. S.-H. (2014). Pragmatic skills in Chinese dyslexic children: Evidence from a parental checklist. Asia Pacific Journal of Developmental Differences, 1, 4–19.
go back to reference Lee, D., & Chen, G.-P. (1989). Ravens progressive matrices (CRT): Chinese version. Shanghai: East China Normal University. Lee, D., & Chen, G.-P. (1989). Ravens progressive matrices (CRT): Chinese version. Shanghai: East China Normal University.
go back to reference Leech, K., Wei, R., Harring, J., & Rowe, M. (2017). Ready for kindergarten: A training program designed to encourage parent-child conversation during the preschool years. Paper presented at the 2017 Society for Research in Child Development Biennial Meeting, Austin, Texas, USA. Leech, K., Wei, R., Harring, J., & Rowe, M. (2017). Ready for kindergarten: A training program designed to encourage parent-child conversation during the preschool years. Paper presented at the 2017 Society for Research in Child Development Biennial Meeting, Austin, Texas, USA.
go back to reference Liang, W., Hao, B., Wang, S., Jiang, Y., Yang, Y., Zhang, Z., et al. (2002). Vocabulary development of toddlers in urban Beijing. Chinese Journal of Pediatrics, 40(11), 650–653. Liang, W., Hao, B., Wang, S., Jiang, Y., Yang, Y., Zhang, Z., et al. (2002). Vocabulary development of toddlers in urban Beijing. Chinese Journal of Pediatrics, 40(11), 650–653.
go back to reference Lord, C., & Paul, R. (1997). Language and communication in autism. In D. J. Cohen & F. R. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (2nd ed., pp. 195–225). New York: Wiley. Lord, C., & Paul, R. (1997). Language and communication in autism. In D. J. Cohen & F. R. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (2nd ed., pp. 195–225). New York: Wiley.
go back to reference Losh, M., & Capps, L. (2003). Narrative ability in high-functioning children with autism or Asperger’s syndrome. Journal of Autism and Developmental Disorders, 33(3), 239–251.CrossRefPubMed Losh, M., & Capps, L. (2003). Narrative ability in high-functioning children with autism or Asperger’s syndrome. Journal of Autism and Developmental Disorders, 33(3), 239–251.CrossRefPubMed
go back to reference Loukusa, S., Leinonen, E., Jussila, K., Mattila, M.-L., Ryder, N., & al., H. E. e (2007). Answering contextually demanding questions: Pragmatic errors produced by children with Asperger syndrome or high-functioning autism. Journal of Communication Disorders, 40, 357–381.CrossRefPubMed Loukusa, S., Leinonen, E., Jussila, K., Mattila, M.-L., Ryder, N., & al., H. E. e (2007). Answering contextually demanding questions: Pragmatic errors produced by children with Asperger syndrome or high-functioning autism. Journal of Communication Disorders, 40, 357–381.CrossRefPubMed
go back to reference Luyster, R., Kadlec, M. B., Carter, A., & Tager-Flusberg, H. (2008). Language assessment and development in toddlers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 38(8), 1426–1438.CrossRefPubMed Luyster, R., Kadlec, M. B., Carter, A., & Tager-Flusberg, H. (2008). Language assessment and development in toddlers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 38(8), 1426–1438.CrossRefPubMed
go back to reference Luyster, R., Lopez, K., & Lord, C. (2007a). Characterizing communicative development in children referred for Autism Spectrum Disorders using the MacArthur-Bates Communicative Development Inventory (CDI). Journal of Child Language, 34(3), 623–654.CrossRefPubMed Luyster, R., Lopez, K., & Lord, C. (2007a). Characterizing communicative development in children referred for Autism Spectrum Disorders using the MacArthur-Bates Communicative Development Inventory (CDI). Journal of Child Language, 34(3), 623–654.CrossRefPubMed
go back to reference Luyster, R., Qiu, S. P., Lopez, K., & Lord, C. (2007b). Predicting outcomes of children referred for autism using the MacArthur-Bates communicative development inventory. Journal of Speech Language and Hearing Research, 50(3), 667–681.CrossRef Luyster, R., Qiu, S. P., Lopez, K., & Lord, C. (2007b). Predicting outcomes of children referred for autism using the MacArthur-Bates communicative development inventory. Journal of Speech Language and Hearing Research, 50(3), 667–681.CrossRef
go back to reference McCabe, H. (2013). Bamboo shoots after the rain: Development and challenges of autism intervention in China. Autism, 17(5), 510–526.CrossRefPubMed McCabe, H. (2013). Bamboo shoots after the rain: Development and challenges of autism intervention in China. Autism, 17(5), 510–526.CrossRefPubMed
go back to reference McCann, J., & Peppe, S. (2003). Prosody in autism spectrum disorders: A critical review. International Journal of Language & Communication Disorders, 38(4), 325–350.CrossRef McCann, J., & Peppe, S. (2003). Prosody in autism spectrum disorders: A critical review. International Journal of Language & Communication Disorders, 38(4), 325–350.CrossRef
go back to reference McCleery, J. P., Tully, L., Slevc, L. R., & Schreibman, L. (2006). Consonant production patterns of young severely language-delayed children with autism. Journal of Communication Disorders, 39(3), 217–231.CrossRefPubMed McCleery, J. P., Tully, L., Slevc, L. R., & Schreibman, L. (2006). Consonant production patterns of young severely language-delayed children with autism. Journal of Communication Disorders, 39(3), 217–231.CrossRefPubMed
go back to reference Miniscalco, C., Franberg, J., Schachinger-Lorentzon, U., & Gillberg, C. (2012). Meaning what you say? Comprehension and word production skills in young children with autism. Research in Autism Spectrum Disorders, 6(1), 204–211.CrossRef Miniscalco, C., Franberg, J., Schachinger-Lorentzon, U., & Gillberg, C. (2012). Meaning what you say? Comprehension and word production skills in young children with autism. Research in Autism Spectrum Disorders, 6(1), 204–211.CrossRef
go back to reference Miniscalco, C., Rudling, M., Rastam, M., Gillberg, C., & Johnels, J. A. (2014). Imitation (rather than core language) predicts pragmatic development in young children with ASD: a preliminary longitudinal study using CDI parental reports. International Journal of Language & Communication Disorders, 49(3), 369–375.CrossRef Miniscalco, C., Rudling, M., Rastam, M., Gillberg, C., & Johnels, J. A. (2014). Imitation (rather than core language) predicts pragmatic development in young children with ASD: a preliminary longitudinal study using CDI parental reports. International Journal of Language & Communication Disorders, 49(3), 369–375.CrossRef
go back to reference Mitchell, S., Brian, J., Zwaigenbaum, L., Roberts, W., Szatmari, P., Smith, I., et al. (2006). Early language and communication development of infants later diagnosed with autism spectrum disorder. Journal of Developmental and Behavioral Pediatrics, 27(2), S69-S78. Mitchell, S., Brian, J., Zwaigenbaum, L., Roberts, W., Szatmari, P., Smith, I., et al. (2006). Early language and communication development of infants later diagnosed with autism spectrum disorder. Journal of Developmental and Behavioral Pediatrics, 27(2), S69-S78.
go back to reference Mullen, E. (1995). Mullen scales of early learning. Circle Pines, MN : American Guidance Service, Inc. Mullen, E. (1995). Mullen scales of early learning. Circle Pines, MN : American Guidance Service, Inc.
go back to reference Mundy, P., Sigman, M., & Kasari, C. (1990). A longitudinal study of joint attention and language development in autistic children. Journal of Autism and Developmental Disorders, 20(1), 115–128.CrossRefPubMed Mundy, P., Sigman, M., & Kasari, C. (1990). A longitudinal study of joint attention and language development in autistic children. Journal of Autism and Developmental Disorders, 20(1), 115–128.CrossRefPubMed
go back to reference Mundy, P., Sigman, M., & Kasari, C. (1994). Joint attention, developmental level, and symptom presentation in autism. Development and Psychopathology, 6, 389–401.CrossRef Mundy, P., Sigman, M., & Kasari, C. (1994). Joint attention, developmental level, and symptom presentation in autism. Development and Psychopathology, 6, 389–401.CrossRef
go back to reference Mundy, P., Sigman, M., Ungerer, J., & Sherman, T. (1986). Defining the social deficits of autism: the contribution of non-verbal communication measures. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 27(5), 657–669.CrossRefPubMed Mundy, P., Sigman, M., Ungerer, J., & Sherman, T. (1986). Defining the social deficits of autism: the contribution of non-verbal communication measures. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 27(5), 657–669.CrossRefPubMed
go back to reference Nadig, A., Lee, I., Singh, L., Bosshart, K., & Ozonoff, S. (2010). How does the topic of conversation affect verbal exchange and eye gaze? A comparison between typical development and high-functioning autism. Neuropsychologia, 48(9), 2730–2739.CrossRefPubMedPubMedCentral Nadig, A., Lee, I., Singh, L., Bosshart, K., & Ozonoff, S. (2010). How does the topic of conversation affect verbal exchange and eye gaze? A comparison between typical development and high-functioning autism. Neuropsychologia, 48(9), 2730–2739.CrossRefPubMedPubMedCentral
go back to reference Naigles, L. R., Cheng, M., Rattanasone, N. X., Tek, S., Khetrapal, N., Fein, D., et al. (2016). “You’re telling me!” The prevalence and predictors of pronoun reversals in children with autism spectrum disorders and typical development. Research in Autism Spectrum Disorders, 27, 11–20.CrossRefPubMedPubMedCentral Naigles, L. R., Cheng, M., Rattanasone, N. X., Tek, S., Khetrapal, N., Fein, D., et al. (2016). “You’re telling me!” The prevalence and predictors of pronoun reversals in children with autism spectrum disorders and typical development. Research in Autism Spectrum Disorders, 27, 11–20.CrossRefPubMedPubMedCentral
go back to reference Naigles, L. R., & Chin, I. (2015). Language development in children with autism. In E. Bavin & L. R. Naigles (Eds.), Cambridge handbook of child language (2nd ed., pp. 637–658). Cambridge: Cambridge University Press.CrossRef Naigles, L. R., & Chin, I. (2015). Language development in children with autism. In E. Bavin & L. R. Naigles (Eds.), Cambridge handbook of child language (2nd ed., pp. 637–658). Cambridge: Cambridge University Press.CrossRef
go back to reference Norbury, C. F., Gemmell, T., & Paul, R. (2014). Pragmatics abilities in narrative production: a cross-disorder comparison. Journal of Child Language, 41(3), 485–510.CrossRefPubMed Norbury, C. F., Gemmell, T., & Paul, R. (2014). Pragmatics abilities in narrative production: a cross-disorder comparison. Journal of Child Language, 41(3), 485–510.CrossRefPubMed
go back to reference Nordahl-Hansen, A., Kaale, A., & Ulvund, S. E. (2014). Language assessment in children with autism spectrum disorder: Concurrent validity between report-based assessments and direct tests. Research in Autism Spectrum Disorders, 8(9), 1100–1106.CrossRef Nordahl-Hansen, A., Kaale, A., & Ulvund, S. E. (2014). Language assessment in children with autism spectrum disorder: Concurrent validity between report-based assessments and direct tests. Research in Autism Spectrum Disorders, 8(9), 1100–1106.CrossRef
go back to reference Ozcaliskan, S., Adamson, L. B., & Dimitrova, N. (2016). Early deictic but not other gestures predict later vocabulary in both typical development and autism. Autism, 20(6), 754–763.CrossRefPubMed Ozcaliskan, S., Adamson, L. B., & Dimitrova, N. (2016). Early deictic but not other gestures predict later vocabulary in both typical development and autism. Autism, 20(6), 754–763.CrossRefPubMed
go back to reference Park, C. J., Yelland, G. W., Taffe, J. R., & Gray, K. M. (2012). Morphological and syntactic skills in language samples of pre school aged children with autism: Atypical development? International Journal of Speech-Language Pathology, 14(2), 95–108.CrossRefPubMed Park, C. J., Yelland, G. W., Taffe, J. R., & Gray, K. M. (2012). Morphological and syntactic skills in language samples of pre school aged children with autism: Atypical development? International Journal of Speech-Language Pathology, 14(2), 95–108.CrossRefPubMed
go back to reference Potrzeba, E. R., Fein, D., & Naigles, L. (2015). Investigating the shape bias in typically developing children and children with autism spectrum disorders. Frontiers in Psychology, 6, 446.CrossRefPubMedPubMedCentral Potrzeba, E. R., Fein, D., & Naigles, L. (2015). Investigating the shape bias in typically developing children and children with autism spectrum disorders. Frontiers in Psychology, 6, 446.CrossRefPubMedPubMedCentral
go back to reference Reetzke, R., Zou, X. B., Sheng, L., & Katsos, N. (2015). Communicative development in bilingually exposed Chinese children with autism spectrum disorders. Journal of Speech Language and Hearing Research, 58(3), 813–825.CrossRef Reetzke, R., Zou, X. B., Sheng, L., & Katsos, N. (2015). Communicative development in bilingually exposed Chinese children with autism spectrum disorders. Journal of Speech Language and Hearing Research, 58(3), 813–825.CrossRef
go back to reference Rescorla, L., & Safyer, P. (2013). Lexical composition in children with autism spectrum disorder (ASD). Journal of Child Language, 40(1), 47–68.CrossRefPubMed Rescorla, L., & Safyer, P. (2013). Lexical composition in children with autism spectrum disorder (ASD). Journal of Child Language, 40(1), 47–68.CrossRefPubMed
go back to reference Roberts, J. A., Rice, M. L., & Tager-Flusberg, H. (2004). Tense marking in children with autism. Applied Psycholinguistics, 25(3), 429–448.CrossRef Roberts, J. A., Rice, M. L., & Tager-Flusberg, H. (2004). Tense marking in children with autism. Applied Psycholinguistics, 25(3), 429–448.CrossRef
go back to reference Robins, D. L., Casagrande, K., Barton, M., Chen, C. M. A., Dumont-Mathieu, T., & Fein, D. (2014). Validation of the modified checklist for autism in toddlers, revised with follow-up (M-CHAT-R/F). Pediatrics, 133(1), 37–45.CrossRefPubMedPubMedCentral Robins, D. L., Casagrande, K., Barton, M., Chen, C. M. A., Dumont-Mathieu, T., & Fein, D. (2014). Validation of the modified checklist for autism in toddlers, revised with follow-up (M-CHAT-R/F). Pediatrics, 133(1), 37–45.CrossRefPubMedPubMedCentral
go back to reference Rowe, M. L. (2013). Decontextualized language input and preschoolers’ vocabulary development. Seminars in Speech and Language, 34(4), 260–266.CrossRefPubMed Rowe, M. L. (2013). Decontextualized language input and preschoolers’ vocabulary development. Seminars in Speech and Language, 34(4), 260–266.CrossRefPubMed
go back to reference Rundblad, G., & Annaz, D. (2010). The atypical development of metaphor and metonymy comprehension in children with autism. Autism, 14(1), 29–46.CrossRefPubMed Rundblad, G., & Annaz, D. (2010). The atypical development of metaphor and metonymy comprehension in children with autism. Autism, 14(1), 29–46.CrossRefPubMed
go back to reference Sah, W. H., & Torng, P. C. (2015). Narrative coherence of Mandarin-speaking children with high-functioning autism spectrum disorder: An investigation into causal relations. First Language, 35, 189–212.CrossRef Sah, W. H., & Torng, P. C. (2015). Narrative coherence of Mandarin-speaking children with high-functioning autism spectrum disorder: An investigation into causal relations. First Language, 35, 189–212.CrossRef
go back to reference Sah, W. H., & Torng, P. C. (2017). Production of mental state terms in narratives of Mandarin-speaking children with autism spectrum disorder. Clinical Linguistics & Phonetics, 31, 174–191.CrossRefPubMed Sah, W. H., & Torng, P. C. (2017). Production of mental state terms in narratives of Mandarin-speaking children with autism spectrum disorder. Clinical Linguistics & Phonetics, 31, 174–191.CrossRefPubMed
go back to reference Schoen, E., Paul, R., & Chawarska, K. (2011). Phonology and vocal behavior in toddlers with autism spectrum disorders. Autism Research, 4(3), 177–188.CrossRefPubMedPubMedCentral Schoen, E., Paul, R., & Chawarska, K. (2011). Phonology and vocal behavior in toddlers with autism spectrum disorders. Autism Research, 4(3), 177–188.CrossRefPubMedPubMedCentral
go back to reference Sheinkopf, S. J., Mundy, P., Oller, D. K., & Steffens, M. (2000). Vocal atypicalities of preverbal autistic children. Journal of Autism and Developmental Disorders, 30(4), 345–354.CrossRefPubMed Sheinkopf, S. J., Mundy, P., Oller, D. K., & Steffens, M. (2000). Vocal atypicalities of preverbal autistic children. Journal of Autism and Developmental Disorders, 30(4), 345–354.CrossRefPubMed
go back to reference Shin, S. Y., Leech, K., & Rowe, M. L. (2017). Parent-child decontextualized conversations and preschooler’s theory of mind. Paper presented at the 2017 Society for Research in Child Development Biennial Meeting, Austin, Texas, USA. Shin, S. Y., Leech, K., & Rowe, M. L. (2017). Parent-child decontextualized conversations and preschoolers theory of mind. Paper presented at the 2017 Society for Research in Child Development Biennial Meeting, Austin, Texas, USA.
go back to reference Smith, V., Mirenda, P., & Zaidman-Zait, A. (2007). Predictors of expressive vocabulary growth in children with autism. Journal of Speech Language and Hearing Research, 50(1), 149–160.CrossRef Smith, V., Mirenda, P., & Zaidman-Zait, A. (2007). Predictors of expressive vocabulary growth in children with autism. Journal of Speech Language and Hearing Research, 50(1), 149–160.CrossRef
go back to reference Snow, C. E. (1983). Literacy and language: relationships during the preschool years. Harvard Educational Review, 53(2), 165–189.CrossRef Snow, C. E. (1983). Literacy and language: relationships during the preschool years. Harvard Educational Review, 53(2), 165–189.CrossRef
go back to reference Stone, W. L., Ousley, O. Y., Yoder, P. J., Hogan, K. L., & Hepburn, S. L. (1997). Nonverbal communication in two- and three-year-old children with autism. Journal of Autism and Developmental Disorders, 27(6), 677–696.CrossRefPubMed Stone, W. L., Ousley, O. Y., Yoder, P. J., Hogan, K. L., & Hepburn, S. L. (1997). Nonverbal communication in two- and three-year-old children with autism. Journal of Autism and Developmental Disorders, 27(6), 677–696.CrossRefPubMed
go back to reference Su, L.-Y. (2014). Modern child psychiatry (in Chinese). Changsha: Hunan Technology Press. Su, L.-Y. (2014). Modern child psychiatry (in Chinese). Changsha: Hunan Technology Press.
go back to reference Su, Y., Jin, Y., Wan, G.-B., Zhang, J.-S., & Su, L.-Y. (2014). Interpretation of wh-words in Mandarin-speaking high-functioning children with autism spectrum disorders. Research in Autism Spectrum Disorders, 8(10), 1364–1372.CrossRef Su, Y., Jin, Y., Wan, G.-B., Zhang, J.-S., & Su, L.-Y. (2014). Interpretation of wh-words in Mandarin-speaking high-functioning children with autism spectrum disorders. Research in Autism Spectrum Disorders, 8(10), 1364–1372.CrossRef
go back to reference Su, Y., & Su, L.-Y. (2015). Interpretation of logical words in mandarin-speaking children with autism spectrum disorders: uncovering knowledge of semantics and pragmatics. Journal of Autism and Developmental Disorders, 45(7), 1938–1950.CrossRefPubMed Su, Y., & Su, L.-Y. (2015). Interpretation of logical words in mandarin-speaking children with autism spectrum disorders: uncovering knowledge of semantics and pragmatics. Journal of Autism and Developmental Disorders, 45(7), 1938–1950.CrossRefPubMed
go back to reference Suh, J., Orinstein, A., Barton, M., Chen, C.-M., Eigsti, I.-M., Ramirez-Esparza, N., et al. (2016). Ratings of broader autism phenotype and personality traits in optimal outcomes from autism spectrum disorder. Journal of Autism and Developmental Disorders, 46(11), 3505–3518.CrossRefPubMed Suh, J., Orinstein, A., Barton, M., Chen, C.-M., Eigsti, I.-M., Ramirez-Esparza, N., et al. (2016). Ratings of broader autism phenotype and personality traits in optimal outcomes from autism spectrum disorder. Journal of Autism and Developmental Disorders, 46(11), 3505–3518.CrossRefPubMed
go back to reference Sullivan, M., Finelli, J., Marvin, A., Garrett-Mayer, E., Bauman, M., & Landa, R. (2007). Response to joint attention in toddlers at risk for autism spectrum disorder: A prospective study. Journal of Autism and Developmental Disorders, 37(1), 37–48.CrossRefPubMed Sullivan, M., Finelli, J., Marvin, A., Garrett-Mayer, E., Bauman, M., & Landa, R. (2007). Response to joint attention in toddlers at risk for autism spectrum disorder: A prospective study. Journal of Autism and Developmental Disorders, 37(1), 37–48.CrossRefPubMed
go back to reference Sun, X., Allison, C., Auyeung, B., Matthews, F. E., Baron-Cohen, S., & Brayne, C. (2013). What is available for case identification in autism research in mainland China? Research in Autism Spectrum Disorders, 7(5), 579–590.CrossRef Sun, X., Allison, C., Auyeung, B., Matthews, F. E., Baron-Cohen, S., & Brayne, C. (2013). What is available for case identification in autism research in mainland China? Research in Autism Spectrum Disorders, 7(5), 579–590.CrossRef
go back to reference Tager-Flusberg, H. (1993). What language reveals about the understanding of minds in children with autism. In S. Baron-Cohen, H. Tager-Flusberg & D. Cohen (Eds.), Understanding other minds: Perspectives from autism (pp. 138–157). New York: Oxford Publications. Tager-Flusberg, H. (1993). What language reveals about the understanding of minds in children with autism. In S. Baron-Cohen, H. Tager-Flusberg & D. Cohen (Eds.), Understanding other minds: Perspectives from autism (pp. 138–157). New York: Oxford Publications.
go back to reference Tager-Flusberg, H. (1994). Dissociations in form and function in the acquisition of language by autistic children. In H. Tager-Flusberg (Ed.), Constraints on language acquisition: Studies of atypical children (pp. 175–194). Hillsdale, NJ: Erlbaum. Tager-Flusberg, H. (1994). Dissociations in form and function in the acquisition of language by autistic children. In H. Tager-Flusberg (Ed.), Constraints on language acquisition: Studies of atypical children (pp. 175–194). Hillsdale, NJ: Erlbaum.
go back to reference Tager-Flusberg, H. (1997). Language and understanding minds: Connections in autism. In S. Baron-Cohen, H. Tager-Flusberg & D. J. Cohen (Eds.), Understanding other minds: Perspectives from autism and developmental cognitive neuroscience (2nd ed.). Oxford: Oxford University Press. Tager-Flusberg, H. (1997). Language and understanding minds: Connections in autism. In S. Baron-Cohen, H. Tager-Flusberg & D. J. Cohen (Eds.), Understanding other minds: Perspectives from autism and developmental cognitive neuroscience (2nd ed.). Oxford: Oxford University Press.
go back to reference Tager-Flusberg, H. (2001). Understanding the language and communicative impairments in autism. International Review of Research in Mental Retardation, 23, 185–205.CrossRef Tager-Flusberg, H. (2001). Understanding the language and communicative impairments in autism. International Review of Research in Mental Retardation, 23, 185–205.CrossRef
go back to reference Tager-Flusberg, H., & Anderson, M. (1991). The development of contingent discourse ability in autistic children. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 32(7), 1123–1134.CrossRefPubMed Tager-Flusberg, H., & Anderson, M. (1991). The development of contingent discourse ability in autistic children. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 32(7), 1123–1134.CrossRefPubMed
go back to reference Tager-Flusberg, H., Calkins, S., Nolin, T., Baumberger, T., Anderson, M., & Chadwick-Dias, A. (1990). A longitudinal study of language acquisition in autistic and Down syndrome children. Journal of Autism and Developmental Disorders, 20, 1–21.CrossRefPubMed Tager-Flusberg, H., Calkins, S., Nolin, T., Baumberger, T., Anderson, M., & Chadwick-Dias, A. (1990). A longitudinal study of language acquisition in autistic and Down syndrome children. Journal of Autism and Developmental Disorders, 20, 1–21.CrossRefPubMed
go back to reference Tager-Flusberg, H., Paul, R., & Lord, C. (2005). Language and communication in autism. In F. Volkmar, R. Paul, A. Klin & D. J. Cohen (Eds.), Handbook of autism and pervasive developmental disorders, diagnosis, development, neurobiology, and behavior (pp. 335–364). Hoboken, NJ: Wiley. Tager-Flusberg, H., Paul, R., & Lord, C. (2005). Language and communication in autism. In F. Volkmar, R. Paul, A. Klin & D. J. Cohen (Eds.), Handbook of autism and pervasive developmental disorders, diagnosis, development, neurobiology, and behavior (pp. 335–364). Hoboken, NJ: Wiley.
go back to reference Tager-Flusberg, H., Rogers, S., Cooper, J., Landa, R., Lord, C., & Paul, R. (2009). Defining spoken language benchmarks and selecting measures of expressive language development for young children with autism spectrum disorders. Journal of Speech, Language, and Hearing Research, 52, 643–652.CrossRefPubMedPubMedCentral Tager-Flusberg, H., Rogers, S., Cooper, J., Landa, R., Lord, C., & Paul, R. (2009). Defining spoken language benchmarks and selecting measures of expressive language development for young children with autism spectrum disorders. Journal of Speech, Language, and Hearing Research, 52, 643–652.CrossRefPubMedPubMedCentral
go back to reference Tardif, T., Fletcher, P., Zhang, Z., & Liang, W. (2008). The Chinese communicative development inventory (Putonghua and Cantonese versions): Manual, forms, and norms. Beijing: Peking University Medical Press. Tardif, T., Fletcher, P., Zhang, Z., & Liang, W. (2008). The Chinese communicative development inventory (Putonghua and Cantonese versions): Manual, forms, and norms. Beijing: Peking University Medical Press.
go back to reference Taumoepeau, M., & Reese, E. (2013). Maternal reminiscing, elaborative talk, and children’s theory of mind: An intervention study. First Language, 33(4), 388–410.CrossRef Taumoepeau, M., & Reese, E. (2013). Maternal reminiscing, elaborative talk, and children’s theory of mind: An intervention study. First Language, 33(4), 388–410.CrossRef
go back to reference Tek, S., Mesite, L., Fein, D., & Naigles, L. (2014). Longitudinal analyses of expressive language development reveal two distinct language profiles among young children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44(1), 75–89.CrossRefPubMedPubMedCentral Tek, S., Mesite, L., Fein, D., & Naigles, L. (2014). Longitudinal analyses of expressive language development reveal two distinct language profiles among young children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44(1), 75–89.CrossRefPubMedPubMedCentral
go back to reference Tomasello, M. (2015). The usage-based theory of language acquisition. In E. Bavin & L. R. Naigles (Eds.), The Cambridge handbook of child language (2nd ed., pp. 69–87). Cambridge: Cambridge University Press. Tomasello, M. (2015). The usage-based theory of language acquisition. In E. Bavin & L. R. Naigles (Eds.), The Cambridge handbook of child language (2nd ed., pp. 69–87). Cambridge: Cambridge University Press.
go back to reference Tuller, L., Ferre, S., Prevost, P., Barthez, M.-A., Malvy, J., & Bonnet-Brihault, F. (2017). The effect of computational complexity on the acquisition of French by children with ASD. In L. R. Naigles (Ed.), Innovative investigations of language in autism spectrum disorder (pp. 115–140). Washington, DC: American Psychological Association.CrossRef Tuller, L., Ferre, S., Prevost, P., Barthez, M.-A., Malvy, J., & Bonnet-Brihault, F. (2017). The effect of computational complexity on the acquisition of French by children with ASD. In L. R. Naigles (Ed.), Innovative investigations of language in autism spectrum disorder (pp. 115–140). Washington, DC: American Psychological Association.CrossRef
go back to reference Volkmar, F. R., Cicchetti, D. V., Dykens, E., Sparrow, S. S., Leckman, J. F., & Cohen, D. J. (1988). An evaluation of the autism behavior checklist. Journal of Autism and Developmental Disorders, 18(1), 81–97.CrossRefPubMed Volkmar, F. R., Cicchetti, D. V., Dykens, E., Sparrow, S. S., Leckman, J. F., & Cohen, D. J. (1988). An evaluation of the autism behavior checklist. Journal of Autism and Developmental Disorders, 18(1), 81–97.CrossRefPubMed
go back to reference Weismer, S. E., Gernsbacher, M. A., Stronach, S., Karasinski, C., Eernisse, E. R., Venker, C. E., et al. (2011). Lexical and grammatical skills in toddlers on the autism spectrum compared to late talking toddlers. Journal of Autism and Developmental Disorders, 41(8), 1065–1075.CrossRefPubMedCentral Weismer, S. E., Gernsbacher, M. A., Stronach, S., Karasinski, C., Eernisse, E. R., Venker, C. E., et al. (2011). Lexical and grammatical skills in toddlers on the autism spectrum compared to late talking toddlers. Journal of Autism and Developmental Disorders, 41(8), 1065–1075.CrossRefPubMedCentral
go back to reference Weismer, S. E., Lord, C., & Esler, A. (2010). Early language patterns of toddlers on the autism spectrum compared to toddlers with developmental delay. Journal of Autism and Developmental Disorders, 40(10), 1259–1273.CrossRefPubMedCentral Weismer, S. E., Lord, C., & Esler, A. (2010). Early language patterns of toddlers on the autism spectrum compared to toddlers with developmental delay. Journal of Autism and Developmental Disorders, 40(10), 1259–1273.CrossRefPubMedCentral
go back to reference Wittke, K., Mastergeorge, A. M., Ozonoff, S., Rogers, S. J., & Naigles, L. R. (2017). Grammatical language impairment in autism spectrum disorder: Exploring language phenotypes beyond standardized testing. Frontiers in Psychology, 8, 532.CrossRefPubMedPubMedCentral Wittke, K., Mastergeorge, A. M., Ozonoff, S., Rogers, S. J., & Naigles, L. R. (2017). Grammatical language impairment in autism spectrum disorder: Exploring language phenotypes beyond standardized testing. Frontiers in Psychology, 8, 532.CrossRefPubMedPubMedCentral
go back to reference Xu, J., Zhang, H., Guo, Z., & Liu, Q. (2014). A comparative study of the Snijders-Oomen Non-verbal Intelligence Test among those with special needs and normal persons. Chinese Journal of Special Education, 170(8), 55–59. Xu, J., Zhang, H., Guo, Z., & Liu, Q. (2014). A comparative study of the Snijders-Oomen Non-verbal Intelligence Test among those with special needs and normal persons. Chinese Journal of Special Education, 170(8), 55–59.
go back to reference Yang, X., Huang, Y., Jia, M., & Chen, S. (1993). Clinical application of autism behavior checklist. Chinese Mental Health Journal, 7(6), 279–280. Yang, X., Huang, Y., Jia, M., & Chen, S. (1993). Clinical application of autism behavior checklist. Chinese Mental Health Journal, 7(6), 279–280.
go back to reference Yi, L., Fan, Y. B., Zhao, J., Huang, D., Li, Y. Y., & Zou, X. B. (2013). Atypical understanding of mental terms in Chinese-speaking children with autism spectrum disorder. Research in Autism Spectrum Disorders, 7(11), 1411–1417.CrossRef Yi, L., Fan, Y. B., Zhao, J., Huang, D., Li, Y. Y., & Zou, X. B. (2013). Atypical understanding of mental terms in Chinese-speaking children with autism spectrum disorder. Research in Autism Spectrum Disorders, 7(11), 1411–1417.CrossRef
go back to reference Zheng, Q., Jia, Z. H., & Liang, D. D. (2015). Metaphor and metonymy comprehension in Chinese-speaking children with high-functioning autism. Research in Autism Spectrum Disorders, 10, 51–58.CrossRef Zheng, Q., Jia, Z. H., & Liang, D. D. (2015). Metaphor and metonymy comprehension in Chinese-speaking children with high-functioning autism. Research in Autism Spectrum Disorders, 10, 51–58.CrossRef
go back to reference Zhou, P., Crain, S., Gao, L., & Jia, M. (2017). The use of linguistic cues in sentence comprehension by Mandarin-speaking children with high-functioning autism. Journal of Autism and Developmental Disorders, 47(1), 17–32.CrossRefPubMed Zhou, P., Crain, S., Gao, L., & Jia, M. (2017). The use of linguistic cues in sentence comprehension by Mandarin-speaking children with high-functioning autism. Journal of Autism and Developmental Disorders, 47(1), 17–32.CrossRefPubMed
go back to reference Zhou, P., Crain, S., Gao, L., Tang, Y., & Jia, M. (2015). The Use of Grammatical morphemes by Mandarin-speaking children with high functioning autism. Journal of Autism and Developmental Disorders, 45(5), 1428–1436.CrossRefPubMed Zhou, P., Crain, S., Gao, L., Tang, Y., & Jia, M. (2015). The Use of Grammatical morphemes by Mandarin-speaking children with high functioning autism. Journal of Autism and Developmental Disorders, 45(5), 1428–1436.CrossRefPubMed
Metagegevens
Titel
Uneven Expressive Language Development in Mandarin-Exposed Preschool Children with ASD: Comparing Vocabulary, Grammar, and the Decontextualized Use of Language via the PCDI-Toddler Form
Auteurs
Yi (Esther) Su
Letitia R. Naigles
Lin-Yan Su
Publicatiedatum
21-05-2018
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 10/2018
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-018-3614-x

Andere artikelen Uitgave 10/2018

Journal of Autism and Developmental Disorders 10/2018 Naar de uitgave