title: How parents introduce new words to young children: The influence of development and developmental disorders.
abstract: This study documents how parents weave new words into on-going interactions with children who are just beginning to speak. Dyads with typically developing toddlers and with young children with autism spectrum disorder and Down syndrome (n=56, 23, and 29) were observed using a Communication Play Protocol during which parents could use novel words to refer to novel objects. Parents readily introduced both labels and sound words even when their child did not respond expressively or produce the words. Results highlight both how parents act in ways that may facilitate their child's appreciation of the relation between a new word and its referent and how they subtly adjust their actions to suit their child's level of word learning and specific learning challenges.
authors: Department of Psychology, Georgia State University, Atlanta, GA 30303, USA. Electronic address: ladamson@gsu.edu.
authors: Lauren B
authors: LB
authors: Adamson
authors: Department of Psychology, Georgia State University, Atlanta, GA 30303, USA.
authors: Roger
authors: R
authors: Bakeman
authors: Department of Psychology, Georgia State University, Atlanta, GA 30303, USA.
authors: Benjamin
authors: B
authors: Brandon
mesh_terms: D000067877:Autism Spectrum Disorder / Q000523:psychology; D002657:Child Development / Q000502:physiology*; D002675:Child, Preschool; D002658:Developmental Disabilities / Q000523:psychology*; D004314:Down Syndrome / Q000523:psychology; D005260:Female; D006801:Humans; D007223:Infant; D007802:Language; D007804:Language Development; D008137:Longitudinal Studies; D008297:Male; D010290:Parents; D010988:Play and Playthings / Q000523:psychology; D014825:Vocabulary
keywords: Autism spectrum disorder; Down syndrome; Language development; Parent–child interaction; Vocabulary