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|Other Titles:||Nonverbal Communication Skills and Their Relationship with Expressive Vocabulary Development in Children with Autism Spectrum Disorders|
National Taiwan Normal University Department of Special Education
Purpose: This study examined the relationship between prelinguistic communication and language development in children with autism and focused on three main research questions: (1) the prelinguistic nonverbal communication skills of children with autism; (2) the concurrent and predictive relationships among prelinguistic communication skills, cognitive developmental age, and expressive vocabulary at Time 1 and Time 2 (6 months later); and (3) the best and significant predictors of expressive vocabulary at Time 1 and Time 2. Methods: Thirty children with autism spectrum disorders participated in this study. The average chronological age (CA) was 45.97 months, and the average cognitive mental age (MA) was 22.36 months. Three assessment tools were used in this study, namely the Early Social Communication Scales (ESCS), Taiwan Mandarin-Chinese version of the CDI, and the cognitive development subtest of a child development test battery for Taiwanese children. A combined expressive vocabulary inventory including all the words in the CDI-toddler form was used to avoid the ceiling effects of using only the infant form and the floor effect of using standardized language tests reported in previous studies. The average number of expressive vocabulary in the CDI-toddler form at Time 1 and Time 2 testing were 115.67 and 218.30, respectively. Results/Findings: (1) Of all spontaneous nonverbal communication behaviors during ESCS testing, 64% were initiating behavioral request (IBR), and 24% were lower-level initiating joint attention (IJA) behaviors using only eye contact or gaze alternation. Furthermore, 12% were higher-form IJA behaviors involving pointing, pointing combined with eye contact, or showing objects. (2) No concurrent correlations were found among IBR, IJA, and RJA (responding joint attention) after the influences of CA and cognitive MA were partialled out. (3) The correlation coefficients between cognitive MA and the expressive vocabulary at Time 1 and Time 2 were
|Appears in Collections:||特殊教育研究學刊|
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