Preverbal and Verbal Communication Acts in Preschool Children With and Without Autism Spectrum Disorder: A Pilot Study.

摘要

This paper explores language development and language differences in young children with and without Autism Spectrum Disorder (ASD). Language development begins in early infancy and is embedded in the development of both thought and social cognition. In the area of interpersonal language use (otherwise referred to as social or pragmatic language), children develop and communicate intentionality long before they say their first words. These preverbal communication acts are essential for children to attain developmental milestones in the area of speech and language. Although children with ASD present with a multitude of challenges in all areas of language development, ASD is a syndrome with particular impairment in interpersonal communication as one of the defining criteria. Current research has explored therapeutic methodologies that aim to address this core impairment including developmental social pragmatic models (DSPMs) that focus on parent responsiveness and developing preverbal communication. However, research focusing on understanding the relationship between preverbal communication acts and the development of verbal communication acts (i.e., pragmatic language use) is lacking in both typical children and children with current diagnoses of ASD. Building on current literature, this study examined the concurrent relationship between preverbal and verbal communication acts in young children with and without ASD using the Lahey and Bloom model of language development. Findings revealed a concurrent relationship between preverbal communication acts and verbal communication acts in children with ASD and typically developing children. Implications of such findings and future research considerations are explored.