Poster #111 - Semantic Content in Young Children with ASD Following a Twelve Week Parent-Implemented Intervention

• In Event: 3-053 - Poster Session 10
  In Poster Session: PS 10 Section - Language, Communication

Integrative Statement

Background. Early acquisition and greater repertoire of productive language facilitate related aspects of learning and development, thus impacting overall outcomes (Kover et al., 2016; Mayo et al., 2013; Tager-Flusberg et al., 2009). Although language impairments are not a diagnostic marker for ASD, roughly 30% of children with ASD do not develop functional spoken language (Tager-Flusberg et al., 2013). Language differences are detected by 12 months when compared to typically developing babies (Lazenby et al., 2015). Language develops in the context of social interaction and joint engagement (Adamson et al., 2009, Dawson, 2008, & Kuhl, 2010) and therefore, ASD specific interventions focused on social engagement and play should facilitate language outcomes (Kasari et al., 2012; Rogers et al., 2012). However, less attention has been paid to structural aspects of language such as semantics, even though vocabulary has an important influence on academic outcomes and literacy development (Hay et al., 2009).
Objectives: The primary aim of this study was to examine whether spoken language increased following a 12-week Project ImPACT Intervention (Ingersoll & Dvortcsak, 2010) compared to a treatment as usual group. A second aim of the study is to conduct a semantic content analysis of spoken language produced by young children with ASD using the MacArthur Bates Communication Development Inventories (MB-CDI; Fenson et al., 2007). The final aim is to examine the relationship between semantic content using the MB-CDI and social communication measured by the Social Communication Checklist (SCC; Ingersoll & Dvortcsak, 2010).
Method: Twenty children under 36 months are prospectively recruited to participate in a 12-week Project ImPACT intervention in a university setting and matched group-wise to children who receive community based intervention. Parents in Project ImPACT are coached through topics to facilitate social communication, engagement, play, and imitation in their children. Child and parent outcomes are measured and compared to a community early intervention treatment.
Results. Data are ongoing. Preliminary data analysis based on fourteen children in the Project ImPACT group revealed a mean baseline of words produced on the MB-CDI of 48.57 (SD = 53.60). Post intervention, mean of total words produced was 71 words (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 the 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. Number of words produced was significantly correlated with the SCC play sub scale (r = .750; p = .05), but not with the SCC social or language domains. Animal names, foods, and verbs were most frequently produced. Pronouns, quantifiers, and question words were produced least frequently.
Conclusions. Preliminary findings demonstrate semantic growth following twelve-week Project ImPACT intervention with large variability. Spoken language was correlated with play skills, as suggested by previous research (Kasari et al., 2012). This study contributes to the understanding of semantic development in ASD.

Authors

• Angela Barber, University of Alabama
  Presenting Author

• Candace Cook, University of Alabama
  Non-Presenting Author

• Kimberly Tomeny, University of Alabama
  Non-Presenting Author

• Lauren Swineford, Washington State University
  Non-Presenting Author

• Anneliese Bolland, University of Alabama
  Non-Presenting Author