The role receptive and expressive language on social initiations in young children with autism

Faculty-Student Collaboration

1

Faculty Sponsor(s)

Beverly J. Wilson, Ph.D.

Presentation Type

Event

Project Type

Completed quantitative research study

Primary Department

Clinical Psychology

Description

Children with autism spectrum disorder (ASD) often experience challenges with social interaction and show delays in language development. We evaluated how receptive and expressive language impacted the association between developmental status and social initiation in 115 children (ages 3:0 to 6:11) and their parents. A double moderation analysis indicated the main effect of status on percentage of initiations during a parent-child free-play task was significant (B = -.581, CI95 [-.937, -.225], p = .002). The interaction effect of receptive language and status was significant (B = .006, CI95 [.001, .012], p = .033) but expressive language and status was not (B = .003, CI95 [-.003, .008], p = .336). The findings suggest receptive language may be an important target for intervention to increase social initiations in children with ASD.

Comments

This poster was also presented at International Society for Autism Research (INSAR) Annual Meeting

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The role receptive and expressive language on social initiations in young children with autism

Children with autism spectrum disorder (ASD) often experience challenges with social interaction and show delays in language development. We evaluated how receptive and expressive language impacted the association between developmental status and social initiation in 115 children (ages 3:0 to 6:11) and their parents. A double moderation analysis indicated the main effect of status on percentage of initiations during a parent-child free-play task was significant (B = -.581, CI95 [-.937, -.225], p = .002). The interaction effect of receptive language and status was significant (B = .006, CI95 [.001, .012], p = .033) but expressive language and status was not (B = .003, CI95 [-.003, .008], p = .336). The findings suggest receptive language may be an important target for intervention to increase social initiations in children with ASD.

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In Copyright