Abstract
This longitudinal study examined how receptive and expressive vocabulary assessments capture vocabulary development in children with Autism Spectrum Disorder (ASD) and typically developing (TD) children. Using mixed regression modelling, we explored when children with ASD significantly different from TD children. We also examined the variability of individual trajectories of vocabulary development in children with ASD. Children with ASD showed slowed trajectories and significantly differed from TD children by 24months on all assessments except for picture-based assessments. Children with ASD also showed high heterogeneity in trajectories, with some showing inconsistent patterns of growth, stagnation, and regression across assessments. This suggests that conclusions based on individual assessments of vocabulary can vary and assessment characteristics must be considered when monitoring vocabulary development.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
