Lexical Development in Young Children With Autism Spectrum Disorder (ASD): How ASD May Affect Intake From the Input Purpose Most children with autism spectrum disorder (ASD) have below-age lexical knowledge and lexical representation. Our goal is to examine ways in which difficulties with social communication and language processing that are often associated with ASD may constrain these children's abilities to learn new words and to explore whether minimizing ... Review Article
Review Article  |   November 08, 2018
Lexical Development in Young Children With Autism Spectrum Disorder (ASD): How ASD May Affect Intake From the Input
 
Author Affiliations & Notes
  • Sudha Arunachalam
    Speech, Language & Hearing Sciences, Boston University, MA
  • Rhiannon J. Luyster
    Communication Sciences & Disorders, Emerson College, Boston, MA
  • Disclosure: Rhiannon J. Luyster is an author on the ADOS-2, which was used in some of the studies described in this article, and receives royalties from sales. Sudha Arunachalam has declared that no competing interests existed at the time of publication.
    Disclosure: Rhiannon J. Luyster is an author on the ADOS-2, which was used in some of the studies described in this article, and receives royalties from sales. Sudha Arunachalam has declared that no competing interests existed at the time of publication. ×
  • Correspondence to Sudha Arunachalam: sarunach@bu.edu
  • Editor-in-Chief: Sean Redmond
    Editor-in-Chief: Sean Redmond×
  • Editor: Helen Tager-Flusberg
    Editor: Helen Tager-Flusberg×
  • Publisher Note: This article is part of the Research Forum: Advances in Autism Research: From Learning Mechanisms to Novel Interventions.
    Publisher Note: This article is part of the Research Forum: Advances in Autism Research: From Learning Mechanisms to Novel Interventions.×
Article Information
Development / Special Populations / Autism Spectrum / Attention, Memory & Executive Functions / Research Forum: Advances in Autism Research: From Learning Mechanisms to Novel Interventions / Review Articles
Review Article   |   November 08, 2018
Lexical Development in Young Children With Autism Spectrum Disorder (ASD): How ASD May Affect Intake From the Input
Journal of Speech, Language, and Hearing Research, November 2018, Vol. 61, 2659-2672. doi:10.1044/2018_JSLHR-L-RSAUT-18-0024
History: Received January 23, 2018 , Revised May 9, 2018 , Accepted July 5, 2018
 
Journal of Speech, Language, and Hearing Research, November 2018, Vol. 61, 2659-2672. doi:10.1044/2018_JSLHR-L-RSAUT-18-0024
History: Received January 23, 2018; Revised May 9, 2018; Accepted July 5, 2018

Purpose Most children with autism spectrum disorder (ASD) have below-age lexical knowledge and lexical representation. Our goal is to examine ways in which difficulties with social communication and language processing that are often associated with ASD may constrain these children's abilities to learn new words and to explore whether minimizing the social communication and processing demands of the learning situation can lead to successful learning.

Method In this narrative review of recent work on lexical development in ASD, we describe key findings on children's acquisition of nouns, pronouns, and verbs and outline our research program currently in progress aimed at further elucidating these issues.

Conclusion Our review of studies that examine lexical development in children with ASD suggests that innovative intervention approaches that take into account both the social communication and processing demands of the learning situation may be particularly beneficial.

Presentation Video https://doi.org/10.23641/asha.7324013

Acknowledgments
This article stems from the 2017 Research Symposium at ASHA Convention, which was also supported by the National Institute on Deafness and Other Communication Disorders of the National Institutes of Health under Award R13DC003383. Research described in this publication and/or preparation of this article was also supported by the National Institute on Deafness and Other Communication Disorders under Award Number K01DC013306 to Sudha Arunachalam, by Autism Speaks Grant 8160 to Sudha Arunachalam, by a Charles H. Hood Foundation Child Health Research Award to Sudha Arunachalam, by an Emerson College Faculty Advancement Fund Grant to Rhiannon Luyster, and by an American Speech-Language-Hearing Association Advancing Academic-Research Careers Award to Rhiannon Luyster. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. We are grateful to Helen Tager-Flusberg for organizing the 2017 ASHA Research Symposium at which this work was originally presented, as well as the audience at that meeting and anonymous reviewers for their insightful suggestions. We would also like to thank the children and families who contribute their time and effort to make our research possible.
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