In children with autism spectrum disorder, atypical gesture use is a core deficit with consequences for social learning, social interaction, and language development. Little is known about the relevance of early gesture use in predicting developmental outcomes of children receiving early interventions targeting social-communicative behaviors such as the Early Start Denver Model. We found that the parent-rated “Gestural Approach Behavior” subscale of the Pervasive Developmental Disorder Behavior Inventory was predictively associated with developmental changes after 1 year of intervention as assessed by the Mullen Scales of Early Learning. This subscale was as strong a predictor as the Mullen nonverbal development quotient before intervention. Our findings suggest that children who use more gestures for social communication might be better equipped to respond to the learning opportunities offered by the Early Start Denver Model.

Lay abstract

Although there is growing evidence of the effectiveness and importance of certain early intervention programs for children with autism spectrum disorders, little is known about predictive information before intervention to search for the most accurate therapeutic approach for the individual child and his family. In children with autism spectrum disorder, atypical gesture use is one core deficit with consequences for the development of social interaction and language, but there is little knowledge about the relevance of early gesture use in predicting developmental outcomes of children receiving early interventions targeting social-communicative behaviors such as the Early Start Denver Model. In this study, we found that the parent-rated “Gestural Approach Behavior” subscale of the Pervasive Developmental Disorder Behavior Inventory was predictively associated with clinically assessed developmental changes after 1 year of intervention. This subscale was as strong a predictor as nonverbal development before intervention. Our findings suggest that children who use more gestures in daily life might be better equipped to respond to learning opportunities offered by early interventions targeting social communication strategies such as the Early Start Denver Model. Furthermore, we conclude that the parent-rated questionnaire might be a valuable and economic set of questions with high relevance for clinical assessments.

中文翻译：

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基线时的社交交流手势可预测接受早期开始丹佛模型的自闭症儿童的语言和非语言增益

在患有自闭症谱系障碍的儿童中，非典型的手势使用是一个核心缺陷，会对社交学习、社交互动和语言发展产生影响。关于早期手势使用在预测接受针对社会交流行为的早期干预（例如早期开始丹佛模型）的儿童的发育结果方面的相关性知之甚少。我们发现，根据马伦早期学习量表的评估，普遍性发育障碍行为量表的家长评定的“手势方法行为”子量表与干预 1 年后的发育变化具有预测性相关性。该分量表与干预前的马伦非语言发展商一样具有很强的预测能力。

摘要

尽管越来越多的证据表明某些针对自闭症谱系障碍儿童的早期干预计划的有效性和重要性，但在干预前为个体儿童及其家庭寻找最准确的治疗方法的预测信息知之甚少。在患有自闭症谱系障碍的儿童中，非典型手势使用是对社交互动和语言发展产生影响的一个核心缺陷，但关于早期手势使用在预测接受针对社交沟通的早期干预的儿童的发育结果方面的相关性知之甚少。行为，例如早期启动丹佛模型。在这项研究中，我们发现，广泛性发育障碍行为量表的家长评定的“手势接近行为”分量表与干预 1 年后临床评估的发育变化具有预测性相关性。该分量表与干预前的非语言发展一样具有很强的预测能力。我们的研究结果表明，在日常生活中使用更多手势的儿童可能更有能力应对针对社会交流策略的早期干预提供的学习机会，例如早期开始丹佛模式。此外，我们得出结论，家长评定的问卷可能是一组与临床评估高度相关的有价值且经济的问题。该分量表与干预前的非语言发展一样具有很强的预测能力。我们的研究结果表明，在日常生活中使用更多手势的儿童可能更有能力应对针对社会交流策略的早期干预提供的学习机会，例如早期开始丹佛模式。此外，我们得出结论，家长评定的问卷可能是一组与临床评估高度相关的有价值且经济的问题。该分量表与干预前的非语言发展一样具有很强的预测能力。我们的研究结果表明，在日常生活中使用更多手势的儿童可能更有能力应对针对社会交流策略的早期干预提供的学习机会，例如早期开始丹佛模式。此外，我们得出结论，家长评定的问卷可能是一组与临床评估高度相关的有价值且经济的问题。