Early language exposure supports later language skills in infants with and without autism.


Journal

Autism research : official journal of the International Society for Autism Research
ISSN: 1939-3806
Titre abrégé: Autism Res
Pays: United States
ID NLM: 101461858

Informations de publication

Date de publication:
12 2019
Historique:
received: 04 01 2019
accepted: 10 06 2019
pubmed: 30 6 2019
medline: 22 9 2020
entrez: 30 6 2019
Statut: ppublish

Résumé

The way that parents communicate with their typically developing infants is associated with later infant language development. Here we aim to show that these associations are observed in infants subsequently diagnosed with autism spectrum disorder (ASD). This study had three groups: high-familial-risk infants who did not have ASD (n = 46); high-familial-risk infants who had ASD (n = 14); and low-familial-risk infants who exhibited typical development (n = 36). All-day home language recordings were collected at 9 and 15 months, and language skills were assessed at 24 months. Across all infants in the study, including those with ASD, a richer home language environment (e.g., hearing more adult words and experiencing more conversational turns) at 9 and 15 months was associated with better language skills. Higher parental educational attainment was associated with a richer home language environment. Mediation analyses showed that the effect of education on child language skills was explained by the richness of the home language environment. Exploratory analyses revealed that typically developing infants experience an increase in caregiver-child conversational turns across 9-15 months, a pattern not seen in children with ASD. The current study shows that parent behavior during the earliest stages of life can have a significant impact on later development, highlighting the home language environment as means to support development in infants with ASD. Autism Res 2019, 12: 1784-1795. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: It has long been understood that caregiver speech supports language skills in typically developing infants. In this study, parents of infants who were later diagnosed with ASD and parents of infants in the control groups completed all-day home language recordings. We found that for all infants in our study, those who heard more caregiver speech had better language skills later in life. Parental education level was also related to how much caregiver speech an infant experienced.

Identifiants

pubmed: 31254329
doi: 10.1002/aur.2163
pmc: PMC6954821
mid: NIHMS1064587
doi:

Types de publication

Journal Article Research Support, N.I.H., Extramural Research Support, Non-U.S. Gov't

Langues

eng

Sous-ensembles de citation

IM

Pagination

1784-1795

Subventions

Organisme : Simons Foundation
ID : 140209
Pays : International
Organisme : NIBIB NIH HHS
ID : U54 EB005149
Pays : United States
Organisme : NIMH NIH HHS
ID : R00 MH108700
Pays : United States
Organisme : NICHD NIH HHS
ID : P30 HD003110
Pays : United States
Organisme : NIMH NIH HHS
ID : R01 MH118362
Pays : United States
Organisme : NICHD NIH HHS
ID : R01 HD055741
Pays : United States
Organisme : NICHD NIH HHS
ID : U54 HD083091
Pays : United States
Organisme : NIEHS NIH HHS
ID : P30 ES010126
Pays : United States
Organisme : NICHD NIH HHS
ID : T32 HD040127
Pays : United States
Organisme : NIMH NIH HHS
ID : K99 MH108700
Pays : United States
Organisme : NIMH NIH HHS
ID : K08 MH112891
Pays : United States
Organisme : NICHD NIH HHS
ID : L30 HD085276
Pays : United States

Informations de copyright

© 2019 International Society for Autism Research, Wiley Periodicals, Inc.

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Auteurs

Meghan R Swanson (MR)

School of Behavioral and Brain Sciences, University of Texas at Dallas, Richardson, Texas.
Carolina Institute for Developmental Disabilities (CIDD), University of North Carolina at Chapel Hill, Chapel Hill, North Carolina.

Kevin Donovan (K)

Department of Biostatistics, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina.

Sarah Paterson (S)

Department of Psychology, Temple University, Philadelphia, Pennsylvania.

Jason J Wolff (JJ)

Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota.

Julia Parish-Morris (J)

Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania.

Shoba S Meera (SS)

Carolina Institute for Developmental Disabilities (CIDD), University of North Carolina at Chapel Hill, Chapel Hill, North Carolina.

Linda R Watson (LR)

Division of Speech and Hearing Sciences, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina.

Annette M Estes (AM)

Department of Speech and Hearing Sciences, University of Washington, Seattle, Washington.

Natasha Marrus (N)

Department of Psychiatry, Washington University in St. Louis, St. Louis, Missouri.

Jed T Elison (JT)

Institute of Child Development, University of Minnesota, Minneapolis, Minnesota.

Mark D Shen (MD)

Department of Psychiatry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina.

Heidi B McNeilly (HB)

Carolina Institute for Developmental Disabilities (CIDD), University of North Carolina at Chapel Hill, Chapel Hill, North Carolina.

Leigh MacIntyre (L)

McGill Center for Integrative Neuroscience, McGill University, Montreal, Canada.

Lonnie Zwaigenbaum (L)

Department of Pediatrics, University of Alberta, Edmonton, Canada.
Autism Research Centre (E209), Glenrose Rehabilitation Hospital, Edmonton, Canada.

Tanya St John (T)

Department of Speech and Hearing Sciences, University of Washington, Seattle, Washington.

Kelly Botteron (K)

Department of Psychiatry, Washington University in St. Louis, St. Louis, Missouri.
Department of Radiology, Washington University in St. Louis, St. Louis, Missouri.

Stephen Dager (S)

Department of Radiology, University of Washington, Seattle, Washington.

Joseph Piven (J)

Carolina Institute for Developmental Disabilities (CIDD), University of North Carolina at Chapel Hill, Chapel Hill, North Carolina.
Department of Psychiatry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina.

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