“Early Predictors to School Age Language: Individual and Interactional Child and Parent Factors”
We are currently engaged in a multi-pronged approach to the study of language-learning in ASD that includes individual child, individual parent, and parent-child interactional measures to predict variability in school-age language. We’ll be looking at the child’s narratives and category knowledge and parent-child join attention among other things. This project is being funded through a 5-year R01 grant from the National Institute on Deafness and Other Communication Disorders (NIDCD).