Recep<ve- Expressive Discrepancies. Previously Evaluated Predictors 3/2/18. Acknowledgments. Delayed Versus Deviant Language Development.

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1 PART I: PREDICTING RECEPTIVE- EXPRESSIVE VOCABULARY DISCREPANCIES IN PRESCHOOL CHILDREN WITH AUTISM SPECTRUM DISORDER Jena McDaniel, Paul Yoder, Tiffany Woynaroski, and Linda Watson CRIEI 2018 Acknowledgments Thank you to all the families and children who participated in the study National Institute on Deafness and Other Communication Disorders grant [R01DC006893] US Department of Education Preparation of Leadership Personnel grant [H325D140087] EKS of NIH [U54HD083211] National Center for Advancing Translational Sciences [KL2TR000446] National Institute of Child Health and Human Development [P30HD03110] to the University of North Carolina at Chapel Hill Disclosures The authors have no financial or non-financial conflicts of interest to disclose Delayed Versus Deviant Language Development (Rice, 2003) Results Recep<ve- Expressive Discrepancies Previously Evaluated Predictors Study Age (ASD) Language Measure (s) NVIQ Davidson & Ellis Weismer, 2017 Haebig & Sterling, months 9 16 years Hudry et al., months Kover et al., years PLS- 3 and PLS- 4 standard score ASD Severity PPVT- 4 and EVT Age MCDI PPVT and EVT + - Kwok et al., 2015 Mul<ple Mul<ple - + Results Results 1

2 Theore<cally Mo<vated and Poten<ally Malleable Predictors A9en:on Towards a Speaker Theore:cal support Speech- aounement framework Expected direc:on of discrepancy smaller than expected Oral Motor Performance CAS- ASD hypothesis larger than expected Does (a) aoen<on towards a speaker and/or (b) oral motor performance predict the typicality of recep<ve- expressive vocabulary size discrepancies 8 months later in children with ASD? (Chawarska et al., 2012; Norbury et al., 2009; Schoen et al., 2011; Shriberg et al., 2011; Tenenbaum et al., 2015; Watson et al., 2010; Young et al., 2009) Results Results Par<cipants 65 children with ASD from Yoder, Watson, and Lambert (2015) sample M SD Min Max Chronological Age (months) MB-CDI Words Understood raw score MB-CDI Words Said raw score MB-CDI Words Understood AE (months) MB-CDI Words Said AE (months) Construct AOen<on towards a speaker Oral motor performance Imita<ve Oral motor performance Nonimita<ve size Expressive vocabulary size Measure Measures Propor<on of <me looking at theater window during three 1- min vigneoes (Watson et al., 2010; Yoder et al., 2015) Oral Motor Examina<on Nonverbal Voli<onal Oral Abili<es (NVOA) Scale (Amato & Slavin, 1998) Oral Motor Examina<on Ea<ng Behaviors Scale MB- CDI Words and Gestures raw score for number of words understood and said plus number of words understood only (Fenson et al., 2007) MB- CDI Words and Gestures raw score for number of words understood and said Results Results Quan<fying Typicality Need to index the degree to which the recep<ve- expressive vocabulary size discrepancy is atypically small or atypically large Comparison sample from the 128 English- speaking 14- month- old children in the Wordbank (wordbank.stanford.edu) (discrepancy score) (mean TD discrepancy score) (SD for TD discrepancy score) Expressive Vocabulary Size (raw score) 14- month- old Children with TD Recep:ve Vocabulary Size (raw score) Results 2

3 Expressive Vocabulary Size (raw score) Children with ASD Recep:ve Vocabulary Size (raw score) Smaller Than Expected Mean Discrepancy Iden<fied Mean recep<ve- expressive discrepancy size z- score = , SD = 1.09 Significantly different than zero: t(64) = , p =.001 Observed Individual Varia<on Significant Associa<on Between AOen<on Towards a Speaker and Vocabulary Size Discrepancy Typicality Mean = SD = 1.09 Range = r(56) =.33, p =.01 Secondary Analyses: Recep<ve Vocabulary Size as Mediator Secondary Analyses: Expressive Vocabulary Size as Mediator 3

4 Non- Significant Associa<ons Between Oral Motor Performance and Vocabulary Size Discrepancy Typicality r Imita<ve Nonimita<ve p A9en:on Towards a Speaker Theore:cal support Speech- aounement framework Expected direc:on of discrepancy smaller than expected Oral Motor Performance CAS- ASD hypothesis larger than expected Future Direc<ons Refine measure of aoen<on towards a speaker Test the malleability of aoen<on towards a speaker (Davis & Kim, 2006; Gilley et al., 2010; Kuhl et al., 2005; Paul et al., 2007; Schwartz et al., 2004; Sumby & Pollack, 1954; Tenenbaum et al., 2015; Tenenbaum et al., 2017; van Wassenhove et al., 2005; Watson et al., 2010; Young et al., 2009) Assess the influence of aoen<on towards a speaker on language development in children with ASD Amato, J., & Slavin, D. (1998). Preliminary inves<ga<on of oromotor func<on in young verbal and nonverbal children with au<sm. Infant Toddler Interven3on, 8, Chawarska, K., Macari, S., & Shic, F. (2012). Context modulates aoen<on to social scenes in toddlers with au<sm. Journal of Child Psychology and Psychiatry, 53, doi: /j x Davidson, M. M., & Ellis Weismer, S. E. (2017). A discrepancy in comprehension and produc<on in early language development in ASD: Is it clinically relevant? Journal of Au3sm and Developmental Disorders, 47, doi: /s z Davis, C., & Kim, J. (2006). Audio- visual speech percep<on off the top of the head. Cogni3on, 100, B21- B31. Fenson, L., Marchman, V. A., Thal, D. J., Dale, P. S., Reznick, J. S., & Bates, E. (2007). MacArthur- Bates Communica3ve Development Inventories: User s guide and technical manual (2nd ed.). Bal<more, MD: Brookes. Frank, M. C., Braginsky, M., Yurovsky, D., & Marchman, V. A. (2017). Wordbank: An open repository for developmental vocabulary data. Journal of Child Language, 44, Gilley, P. M., Sharma, A., Mitchell, T. V., & Dorman, M. F. (2010). The influence of a sensi<ve period for auditory- visual integra<on in children with cochlear implants. Restora3ve Neurology and Neuroscience, 28, doi: /rnn Haebig, E., & Sterling, A. (2017). Inves<ga<ng the recep<ve- expressive vocabulary profile in children with idiopathic ASD and comorbid ASD and Fragile X syndrome. Journal of Au3sm and Developmental Disorders, 47, doi: /s Hudry, K., LeadbiOer, K., Temple, K., Slonims, V., McConachie, H., Aldred, C.,... Charman, T. (2010). Preschoolers with au<sm show greater impairment in recep<ve compared with expressive language abili<es. Interna3onal Journal of Language and Communica3on Disorders, 45, doi: / Kjelgaard, M. M., & Tager- Flusberg, H. (2001). An inves<ga<on of language impairment in au<sm: Implica<ons for gene<c subgroups. Language and Cogni3ve Processes, 16, doi: / Kover, S. T., McDuffie, A. S., Hagerman, R. J., & Abbeduto, L. (2013). in boys with au<sm spectrum disorder: Cross- sec<onal developmental trajectories. Journal of Au3sm and Developmental Disorders, 43, doi: /s x Kuhl, P. K., Coffey- Corina, S., Padden, D., & Dawson, G. (2005). Links between social and linguis<c processing of speech in preschool children with au<sm: Behavioral and electrophysiological measures. Developmental Science, 8, F1- F12. doi: /j x Kwok, E. Y., Brown, H. M., Smyth, R. E., & Cardy, J. O. (2015). Meta- analysis of recep<ve and expressive language skills in au<sm spectrum disorder. in Au3sm Spectrum Disorders, 9, doi: /j.rasd

5 Norbury, C. F., Brock, J., Cragg, L., Einav, S., Griffiths, H., & Na<on, K. (2009). Eye- movement paoerns are associated with communica<ve competence in au<s<c spectrum disorders. Journal of Child Psychology and Psychiatry, 50, doi: /j x Paul, R., Chawarska, K., Fowler, C., Cicchep, D., & Volkmar, F. (2007). Listen my children and you shall hear : Auditory preferences in toddlers with au<sm spectrum disorders. Journal of Speech, Language, and Hearing, 50, doi: / (2007/094) Rice, M.L. (2003). A unified model of specific and general language delay: Gramma<cal tense as a clinical marker of unexpected varia<on. In Y. Levy & J. Schaeffer (Eds.), Language competence across popula<ons: Toward a defini<on of Specific Language Impairment (pp ). Mahwah, NJ: Lawrence Erlbaum Associates. Schoen, E., Paul, R., & Chawarska, K. (2011). Phonology and vocal behavior in toddlers with au<sm spectrum disorders. Au3sm, 4, doi: /aur.183 Schwartz, J.- L., Berthommier, F., & Savariaux, C. (2004). Seeing to hear beoer: Evidence for early audio- visual interac<ons in speech iden<fica<on. Cogni3on, 93, B69- B78. Shriberg, L. D., Paul, R., Black, L. M., & van Santen, J. P. (2011). The hypothesis of apraxia of speech in children with au<sm spectrum disorder. Journal of Au3sm and Developmental Disorders, 41, doi: /s Sumby, W. H., & Pollack, I. (1954). Visual contribu<on to speech intelligibility in noise. Journal of the Acous3cal Society of America, 26, Tenenbaum, E. J., Amso, D., Righi, G., & Sheinkopf, S. J. (2017). AOemp<ng to increase intake from the input : AOen<on and word learning in children with au<sm. Journal of Au3sm and Developmental Disorders, 47, doi: /s Tenenbaum, E. J., Sobel, D. M., Sheinkopf, S. J., Malle, B. F., & Morgan, J. L. (2015). AOen<on to the mouth and gaze following in infancy predict language development. Journal of Child Language, 42, doi: /s van Wassenhove, V., Grant, K. W., & Poeppel, D. (2005). Visual speech speeds up the neural processing of auditory speech. Proceedings of the Na3onal Academy of Sciences of the United States of America, 102, doi: /pnas Watson, L. R., Baranek, G. T., Roberts, J. E., David, F. J., & Perryman, T. Y. (2010). Behavioral and physiological responses to child- directed speech as predictors of communica<on outcomes in children with au<sm spectrum disorders. Journal of Speech, Language, and Hearing, 53, doi: / (2009/ ) Yoder, P., Watson, L., & Lambert, W. (2015). Value- added predictors of expressive and recep<ve language growth in ini<ally nonverbal preschoolers with au<sm spectrum disorders. Journal of Au3sm and Developmental Disorders, 45, doi: /s Young, G. S., Merin, N., Rogers, S. J., & Ozonoff, S. (2009). Gaze behavior and affect at 6 months: Predic<ng clinical outcomes and language development in typically developing infants and infants at risk for au<sm. Developmental Science, 12, doi: /j x + Part II: A New Measure of Vocal Reciprocity Reciprocal Vocal Contingency + Vocal Reciprocity Jena McDaniel, Amy Harbison, Joshua Wade, and Paul Yoder Child vocalization Adult vocalization Child vocalization CRIEI 2018 (American Psychiatric Association, 2013; Warlaumont, Richards, Gilkerson, & Oller, 2014) + Reciprocal Vocal Contingency (RVC) + Calculating RVC Child vocalizations (near or far) Adult vocalizations (near or far; male or female) Other child vocalizations Noise Electronic sounds Overlapping sounds Silence (Harbison et al., 2018; LENA Foundation, 2015; Lloyd, Kennedy, & Yoder, 2013; Yoder & Symons, 2010) (Harbison et al., 2018; Lloyd, Kennedy, & Yoder, 2015; Yoder & Symons, 2010) 5

6 + Example Event Stream + Calculating RVC CV AV CV P P CV AV AV (Harbison et al., 2018; Lloyd, Kennedy, & Yoder, 2015; Yoder & Symons, 2010) + RVC + Key Features of RVC n Dyadic n Three-event contingency n Provides temporal context for the sequential association n Independent of chance sequencing of child and adult vocalizations n Automated nature increases efficiency n Automated nature may reduce risk of bias + Key n American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev. ed.). Washington, DC: Author. n Harbison, A., Woynaroski, T., Tapp, J., Wade, J., Warlaumont, A., & Yoder, P., (in press, 2018). A new measure of child vocal reciprocity in children with autism spectrum disorder. Autism. n LENA Foundation. (2016). LENA Pro. Retrieved from n Lloyd, B. P., Kennedy, C. H., & Yoder, P. J. (2013). Quantifying contingent relations from direct observation data: Transitional probability comparisons versus Yule's Q. Journal of Applied Behavior Analysis, 46, doi: /jaba.45 n Warlaumont, A. S., Richards, J. A., Gilkerson, J., & Oller, D. K. (2014). A social feedback loop for speech development and its reduction in autism. Psychological Science, 25, n Yoder, P., & Symons, F. (2010). Observational measurement of behavior. New York: Springer. 6