Examining Spoken Language in Young Children with ASD Following a 12-Week Parent-Implemented Intervention

Background: Language develops in the context of social interaction and joint engagement (Adamson et al., 2009; Dawson, 2008; Kuhl, 2010). Therefore, interventions targeting social engagement and play for young children with autism spectrum disorder (ASD) should facilitate language outcomes (Kasari et al., 2012; Rogers et al., 2012). While some children with ASD use social information to support language learning (Luyster & Lord, 2009), social impairments often limit their opportunities for language development (Landa et al., 2011). Less attention has focused specifically on semantic development, even though language has important influences on academic outcomes and literacy (Hay et al., 2009). Thus, further research is needed to determine the impact of naturalistic developmental behavioral interventions (NDBIs; Schreibman et al., 2015) on more distal intervention targets (Wetherby et al., 2014), such as vocabulary development in young children.

Objectives: The purpose of this study is to examine 1) expressive vocabulary growth measured by the MacArthur-Bates Communicative Development Inventories (MB-CDI; Fenson et al., 2007) following a 12-week parent-implemented intervention, Project ImPACT (Ingersoll & Dvortcsak, 2010), 2) the relationship between vocabulary development on the MB-CDI and social communication measured by the Social Communication Checklist (SCC; Ingersoll & Dvortcsak, 2010), and 3) the development of vocabulary categories on the MB-CDI. A detailed approach to measuring spoken language is critical to demonstrate that results occur secondary to intervention rather than maturation.

Methods: Data are collected through a larger ongoing study of Project ImPACT. Caregiver and child outcomes are measured following 12-week groups delivered in a university clinic setting, with two to four children and their caregivers per group. Interventionists coach caregivers on strategies to support children’s social engagement, language, social imitation, and play. Among other measures, caregivers complete the MB-CDI and caregivers and interventionists complete the SCC before and after program participation.

Results: Intervention groups and data collection are ongoing. Preliminary data analysis based on 10 children revealed a mean baseline of words produced of 48.57 (SD = 53.60). Post-intervention, mean of total words produced was 71 (SD = 70.1), revealing a 46.2% growth in number of words produced. Although each child demonstrated spoken language growth, wide variability across total words produced was observed and pre/post difference was not statistically significant in this small sample (U = 18.5; p = .44). Qualitative analysis of caregiver feedback indicated that 100% of parents observed growth in their children’s spoken language to some degree. A Spearman Rho analysis examined the relationship between measures of vocabulary and social communication. Number of words produced was significantly correlated with the SCC play subscale (r = .750; p = .05), but not with the social or language domains. Findings on the extended sample will be presented, including visual analysis. Spoken word growth relative to specific vocabulary categories will be discussed.

Conclusions: Preliminary findings demonstrate expressive vocabulary growth following 12-week Project ImPACT with large variability. Spoken language was correlated with play skills, as suggested by previous research (Kasari et al., 2012). This study contributes to understanding of early ASD intervention on more distal intervention targets (vocabulary).