Longitudinal Trajectories of Early Coordinated Communication in Toddlers with Autism: Predicting Language Outcomes at Age Three
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Yu, Vicky Y.
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Abstract
Early coordinated communication behaviors—such as gestures, gaze, and vocalizations—are known predictors of language development in children with Autism Spectrum Disorder (ASD), yet few studies have examined how these behaviors unfold longitudinally across early development greater than two timepoints and how their trajectories predict later language skills. This study examined whether longitudinal growth trajectories in early coordinated communication, measured through linear, quadratic, and cubic components of Communication Complexity Scale (CCS) scores, and gesture frequency at the first visit predicted language outcomes at age three in toddlers with ASD. Using data from 20 children across at least four time points, I modeled communication growth and assessed language acquisition via the Mullen Scales of Early Learning. Results partially supported the hypotheses. The overall shape of communication trajectories—linear, quadratic, or cubic—was not significantly related to language outcomes. However, the slope of the linear growth component, representing the overall magnitude and direction of communication change, significantly predicted increases in receptive language scores. This relationship held even for children whose communication growth was best characterized by non-linear (quadratic or cubic) patterns, emphasizing that the overall developmental trend, rather than the specific trajectory shape, matters most for language outcomes. Gesture frequency at intake did not predict language outcomes, nor did it moderate the association between linear slope and language acquisition. In exploratory analyses, initial CCS scores significantly predicted both receptive and expressive language levels at age three, highlighting the predictive utility of early coordinated communication measured at a single time point.
These findings highlight the importance of modeling developmental processes in context rather than isolation. Static, single-timepoint measures may obscure important patterns of growth that unfold over time. Despite limitations including small sample size and measurement ceilings, this study underscores the need for dynamic, longitudinal approaches in understanding early communication and informing individualized interventions in ASD.
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2025-05-01
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