Chapter 8
Syntactic priming and alignment in children with autism spectrum disorder
Syntactic priming is the unconscious repetition of grammatical constructions across utterances and between
(and within) speakers. This chapter considers syntactic priming effects in the language production of children with autism
spectrum disorder (ASD), a neurodevelopmental condition associated with communication deficits, and in some cases, with
co-occurring language disorder. Syntactic priming supports the acquisition of syntax in typical language development (e.g.
Chang, Dell & Bock, 2006), and – via syntactic alignment (the convergence
of syntactic behaviour and representation between speakers in dialogue) – promotes successful communication (Reitter & Moore, 2014), raising the possibility that impaired syntactic priming
mechanisms are implicated in autistic children’s language and communication
difficulties. Overall, the studies reviewed in this chapter demonstrate that autistic children’s difficulties with interactive
language do not stem from a general deficit in linguistic imitation: they converge syntactic structures with an interlocutor
and display alignment at the same level as their typically-developing peers. In fact, evidence suggests that autistic children
might occasionally engage in syntactic over-alignment, which could be communicatively maladaptive if priming
effects intersect with structural and pragmatic language impairments.
Article outline
- What is ASD?
- Grammatical abilities in autistic children
- Imitation in autistic children
- Perspectives on syntactic priming in ASD
- Methods for studying syntactic priming in ASD
- Syntactic priming effects in autistic children
- Individual differences in autistic children’s syntactic priming
- Conclusions
-
Notes
-
References
References
Allen, M. L., Haywood, S., Rajendran, G., & Branigan, H.
(
2011)
Evidence
for syntactic alignment in children with autism.
Developmental
Science,
14(3), 540–548.
Ambridge, B., Bidgood, A., & Thomas, K.
(
2021)
Disentangling
syntactic, semantic and pragmatic impairments in ASD: Elicited production of
passives.
Journal of Child
Language,
48(1), 184–201.
American Psychiatric
Association
(
2013)
Diagnostic and statistical manual of mental
disorders.
Atkinson-King, K., & Brown, R.
(
1975)
A
first language: The early
stages.
Language,
51(3), 764–770.
Beall, P. M., Moody, E. J., McIntosh, D. N., Hepburn, S. L., & Reed, C. L.
(
2008)
Rapid
facial reactions to emotional facial expressions in typically developing children and children with autism spectrum
disorder.
Journal of Experimental Child
Psychology,
101(3), 206–223.
Bencini, G. M. L., & Valian, V. V.
(
2008)
Abstract
sentence representations in 3-year-olds: Evidence from language production and
comprehension.
Revista Espanola de Cirugia Ortopedica y
Traumatologia,
59(1), 97–113.
Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., Adams, C., Archibald, L., … Whitehouse, A.
(
2016)
CATALISE:
A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in
children.
PLoS
ONE,
11(12), e0168066.
Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., Adams, C., Archibald, L., … Whitehouse, A.
(
2017)
Phase
2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development:
Terminology.
Journal of Child Psychology and Psychiatry and Allied
Disciplines,
58(10), 1068–1080.
Boucher, J.
(
2012)
Research
review: Structural language in autistic spectrum disorder – characteristics and
causes.
Journal of Child Psychology and Psychiatry and Allied
Disciplines,
53(3), 219–233.
Branigan, H. P., McLean, J. F., & Jones, M.
(
2005)
A
blue cat or a cat that is blue? Evidence for abstract syntax in young children’s noun
phrases. In
A. Brugos,
M. R. Clark-Cotton, &
S. Ha (Eds.),
BUCLD29:
Proceedings of the 29th annual Boston University Conference on Language
Development (pp. 109–120). Cascadilla Press.
Branigan, H. P., Pickering, M. J., Pearson, J., & McLean, J. F.
(
2010)
Linguistic
alignment between people and computers.
Journal of
Pragmatics,
42(9), 2355–2368.
Branigan, H. P., & McLean, J. F.
(
2016)
What
children learn from adults’ utterances: An ephemeral lexical boost and persistent syntactic priming in adult–child
dialogue.
Journal of Memory and
Language,
91, 141–157.
Branigan, H. P., & Messenger, K.
(
2016)
Consistent
and cumulative effects of syntactic experience in children’s sentence production: Evidence for error-based implicit
learning.
Cognition,
157, 250–256.
Branigan, H. P., Tosi, A., & Gillespie-Smith, K.
(
2016)
Spontaneous
lexical alignment in children with an autistic spectrum disorder and their typically developing
peers.
Journal of Experimental Psychology: Learning, Memory, and
Cognition,
42(11), 1821–1831.
Branigan, H. P., Pickering, M. J., McLean, J. F., & Cleland, A. A.
(
2007)
Syntactic
alignment and participant role in
dialogue.
Cognition,
104(2), 163–197.
Brennan, S. E., & Clark, H. H.
(
1996)
Conceptual
pacts and lexical choice in conversation.
Journal of Experimental Psychology. Learning,
Memory, and
Cognition,
22(6), 1482–1493.
Capps, L., Kehres, J., & Sigman, M.
(
1998)
Conversational
abilities among children with autism and children with developmental
delays.
Autism,
2(4), 325–344.
Carpenter, M., Pennington, B. F., & Rogers, S. J.
(
2002)
Interrelations
among social-cognitive skills in young children with autism.
Journal of Autism and
Developmental
Disorders,
32, 91–106.
Chang, F., Dell, G. S., & Bock, K.
(
2006)
Becoming
syntactic.
Psychological
Review,
113, 234–272.
Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Cox, A., & Drew, A.
(
2000)
Testing
joint attention, imitation, and play as infancy precursors to language and theory of
mind.
Cognitive
Development,
15(4), 481–498.
Chaste, P., & Leboyer, M.
(
2012)
Autism
risk factors: Genes, environment, and gene-environment interactions.
Dialogues in
Clinical
Neuroscience,
14(3), 281–292.
Chiang, C. H., Soong, W. T., Lin, T. L., & Rogers, S. J.
(
2008)
Nonverbal
communication skills in young children with autism.
Journal of Autism and Developmental
Disorders,
38, 1898.
Chin, H. Y., & Bernard-Opitz, V.
(
2000)
Teaching
conversational skills to children with autism: Effect on the development of a theory of
mind.
Journal of Autism and Developmental
Disorders,
30(6), 569–583.
Cook, J. L., & Bird, G.
(
2012)
Atypical
social modulation of imitation in autism spectrum conditions.
Journal of Autism and
Developmental
Disorders,
42, 1045–1051.
D’Entremont, B., & Yazbek, A.
(
2007)
Imitation
of intentional and accidental actions by children with autism.
Journal of Autism and
Developmental
Disorders,
37, 1665–1678.
Dawson, M., Mottron, L., & Gernsbacher, M. A.
(
2007)
Learning
in autism. In
Learning and Memory: A Comprehensive
Reference. Science Direct.
de Villiers, J.
(
2007)
The
interface of language and Theory of
Mind.
Lingua,
117(11), 1858–1878.
Du Bois, J. W., Hobson, R. P., & Hobson, J. A.
(
2014)
Dialogic
resonance and intersubjective engagement in autism.
Cognitive
Linguistics,
25(3), 411–441.
Dunn, L. M., Dunn, D. M., & Styles, B.
(
2009)
British
picture vocabulary scale. GL Assessment.
Duran, N. D., Paxton, A., & Fusaroli, R.
(
2019)
ALIGN:
Analyzing linguistic interactions with generalizable techniques-A Python
library.
Psychological
Methods,
24(4), 419–438.
Eigsti, I. M., Bennetto, L., & Dadlani, M. B.
(
2007)
Beyond
pragmatics: Morphosyntactic development in autism.
Journal of Autism and Developmental
Disorders,
37, 1007–1027.
Fombonne, E.
(
2020)
Epidemiological
controversies in autism.
Swiss Archives of Neurology, Psychiatry and
Psychotherapy,
171, w03084.
Fusaroli, R., Weed, E., Fein, D., & Naigles, L.
(
2019)
Hearing
me hearing you: Reciprocal effects between child and parent language in autism and typical
development.
Cognition,
181, 1–18.
García-Pérez, R. M., Lee, A., & Hobson, R. P.
(
2007)
On
intersubjective engagement in autism: A controlled study of nonverbal aspects of
conversation.
Journal of Autism and Developmental
Disorders,
37(7), 1310–1322.
Garraffa, M., Coco, M. I., & Branigan, H. P.
(
2015)
Effects
of immediate and cumulative syntactic experience in language impairment: Evidence from priming of subject relatives in
children with SLI.
Language Learning and
Development,
11(1), 18–40.
Garrod, S., & Anderson, A.
(
1987)
Saying
what you mean in dialogue: A study in conceptual and semantic
co-ordination.
Cognition,
27(2), 181–218.
Garrod, S., & Doherty, G.
(
1994)
Conversation,
co-ordination and convention: An empirical investigation of how groups establish linguistic
conventions.
Cognition,
53(3), 181–215.
Garrod, S., & Clark, A.
(
1993)
The
development of dialogue co-ordination skills in school children.
Language and Cognitive
Processes,
8(1), 101–126.
Geurts, H. M., van den Bergh, S. F. W. M., & Ruzzano, L.
(
2014)
Prepotent
response inhibition and interference control in autism spectrum disorders: Two
meta-analyses.
Autism
Research,
7(4), 407–420.
Giles, H., Coupland, J., & Coupland, N.
(
1991)
Contexts
of accommodation: Developments in applied
sociolinguistics. In
Contexts of
accommodation (pp. 157–186). Cambridge University Press.
Gropen, J., Pinker, S., Hollander, M., Goldberg, R., & Wilson, R.
(
1989)
The
learnability and acquisition of the dative alternation in
English.
Language,
65(2), 203–257.
Grossi, D., Marcone, R., Cinquegrana, T., & Gallucci, M.
(
2013)
On
the differential nature of induced and incidental echolalia in autism.
Journal of
Intellectual Disability Research:
JIDR,
57(10), 903–912.
Hadwin, J., Baron-Cohen, S., Howlin, P., & Hill, K.
(
1997)
Does
teaching Theory of Mind have an effect on the ability to develop conversation in children with
autism? Journal of Autism and Developmental
Disorders,
27(5), 519–537.
Hale, C. M., & Tager-Flusberg, H.
(
2005)
Social
communication in children with autism: The relationship between theory of mind and discourse
development.
Autism: The International Journal of Research and
Practice,
9(2), 157–178.
Happé, F. G. E., & Booth, R. D. L.
(
2008)
The
power of the positive: Revisiting weak coherence in autism spectrum
disorders.
Quarterly Journal of Experimental
Psychology,
61(1), 50–63.
Healey, P. G. T., Purver, M., & Howes, C.
(
2014)
Divergence
in dialogue.
PLoS
ONE,
9(6), e98598.
Heimann, M., Nordqvist, E., Strid, K., Connant Almrot, J., & Tjus, T.
(
2016)
Children
with autism respond differently to spontaneous, elicited and deferred
imitation.
Journal of Intellectual Disability
Research,
60(5), 491–501.
Hobson, P.
(
1989)
Beyond
cognition: A theory of autism. In
G. Dawson (Ed.),
Autism:
Nature, diagnosis, and
treatment (pp. 22–48). Guilford Press.
Hobson, R. P., & Hobson, J. A.
(
2008)
Dissociable
aspects of imitation: A study in autism.
Journal of Experimental Child
Psychology,
101(3), 170–185.
Hobson, R. P., & Lee, A.
(
1999)
Imitation
and identification in autism.
Journal of Child Psychology and
Psychiatry,
40(4), 649–659.
Hobson, R. P.
(
1986)
The
autistic child’s appraisal of expressions of emotion: A further study.
Journal of Child
Psychology and Psychiatry, and Allied
Disciplines,
27(5), 671–680.
Hobson, R. P., Hobson, J. A., García-Pérez, R., & Du Bois, J.
(
2012)
Dialogic
linkage and resonance in autism.
Journal of Autism and Developmental
Disorders,
42(12), 2718–2728.
Hopkins, Z. L., & Branigan, H. P.
(
2020)
Children
show selectively increased language imitation after experiencing
ostracism.
Developmental
Psychology,
56(5), 897–911.
Hopkins, Z., Yuill, N., & Branigan, H. P.
(
2017)
Inhibitory
control and lexical alignment in children with an autism spectrum disorder.
Journal of
Child Psychology and Psychiatry and Allied
Disciplines,
58(10), 1155–1165.
Hopkins, Z., Yuill, N., & Keller, B.
(
2015)
Children
with autism align syntax in natural conversation.
Applied
Psycholinguistics,
37(2), 347–370.
Hopkins, Z., Yuill, N., & Keller, B.
(
2015)
Children
with autism align syntax in natural conversation.
Applied
Psycholinguistics,
37(2), 347–370.
Howlin, P.
(
1982)
Echolalic
and spontaneous phrase speech in autistic children.
Child Psychology & Psychiatry
& Allied
Disciplines,
23(3), 281–293.
Huttenlocher, J., Vasilyeva, M., & Shimpi, P.
(
2004)
Syntactic
priming in young children.
Journal of Memory and
Language,
50(2), 182–195.
Huttenlocher, J., Waterfall, H., Vasilyeva, M., Vevea, J., & Hedges, L. V.
(
2010)
Sources
of variability in children’s language growth.
Cognitive
Psychology,
61(4), 343–365.
Ingersoll, B.
(
2008)
The
effect of context on imitation skills in children with autism.
Research in Autism
Spectrum
Disorders,
2(2), 332–340.
Kasari, C., Brady, N., Lord, C., & Tager-Flusberg, H.
(
2013)
Assessing
the minimally verbal school-aged child with autism spectrum disorder.
Autism
Research,
6(6), 479–493.
Keen, D.
(
2003)
Communicative
repair strategies and problem behaviours of children with autism.
International Journal
of Disability, Development and
Education,
50(1), 53–64.
Kenny, L., Hattersley, C., Molins, B., Buckley, C., Povey, C., & Pellicano, E.
(
2016)
Which
terms should be used to describe autism? Perspectives from the UK autism
community.
Autism,
20(4), 442–462.
Kidd, E.
(
2012a)
Individual
differences in syntactic priming in language acquisition.
Applied
Psycholinguistics,
33(02), 393–418.
Kidd, E.
(
2012b)
Implicit
statistical learning is directly associated with the acquisition of
syntax.
Developmental
Psychology,
48(1), 171–184.
Krantz, P. J., & McClannahan, L. E.
(
1993)
Teaching
children with autism to initiate to peers: Effects of a script-fading
procedure.
Journal of Applied Behavior
Analysis,
26(1), 121–132.
Lindgren, K. A., Folstein, S. E., Tomblin, J. B., & Tager-Flusberg, H.
(
2009)
Language
and reading abilities of children with autism spectrum disorders and specific language impairment and their
first-degree relatives.
Autism
Research,
2(1), 22–38.
Loomes, R., Hull, L., & Mandy, W. P. L.
(
2017)
What
is the male-to-female ratio in autism spectrum disorder? A systematic review and
meta-analysis.
Journal of the American Academy of Child and Adolescent
Psychiatry,
56(6), 466–474.
Loucas, T., Charman, T., Pickles, A., Simonoff, E., Chandler, S., Meldrum, D., & Baird, G.
(
2008)
Autistic
symptomatology and language ability in autism spectrum disorder and specific language
impairment.
Journal of Child Psychology and Psychiatry and Allied
Disciplines,
49(11), 1184–1192.
Maestro, S., Muratori, F., Barbieri, F., Casella, C., Cattaneo, V., Cavallaro, M. C., … Palacio-Espasa, F.
(
2001)
Early
behavioral development in autistic children: The first 2 years of life through home
movies.
Psychopathology,
34, 147–152.
McGregor, K. K., Berns, A. J., Owen, A. J., Michels, S. A., Duff, D., Bahnsen, A. J., & Lloyd, M.
(
2012)
Associations
between syntax and the lexicon among children with or without ASD and language
impairment.
Journal of Autism and Developmental
Disorders,
42, 35–47.
McNaughton, K. A., & Redcay, E.
(
2020)
Interpersonal
synchrony in autism.
Current Psychiatry
Reports,
22(3), 12.
Meir, N., & Novogrodsky, R.
(
2019)
Syntactic
abilities and verbal memory in monolingual and bilingual children with High Functioning Autism
(HFA).
First
Language,
40(4), 341–366.
Messenger, K., Branigan, H. P., & McLean, J. F.
(
2011)
Evidence
for (shared) abstract structure underlying children’s short and full
passives.
Cognition,
121(2), 268–274.
Messenger, K., Branigan, H. P., & McLean, J. F.
(
2012)
Is
children’s acquisition of the passive a staged process? Evidence from six-and nine-year-olds’ production of
passives.
Journal of Child
Language,
39(5), 991–1016.
Modyanova, N., Perovic, A., & Wexler, K.
(
2017)
Grammar
is differentially impaired in subgroups of autism spectrum disorders: Evidence from an investigation of tense marking
and morphosyntax.
Frontiers in Psychology.
Moscoso Del Prado Martin, F., & Du Bois, J. W.
(
2015)
Syntactic
alignment is an index of affective alignment: An information-theoretical study of natural
dialogue. In
D. C. Noelle et al. (Eds.),
Proceedings
of the 37th Annual Meeting of the Cognitive Science
Society (pp. 1655–1660). Cognitive Science Society.
Mostofsky, S. H., Dubey, P., Jerath, V. K., Jansiewicz, E. M., Goldberg, M. C., & Denckla, M. B.
(
2006)
Developmental
dyspraxia is not limited to imitation in children with autism spectrum
disorders.
Journal of the International Neuropsychological
Society,
12(3), 314–326.
Mundy, P., & Crowson, M.
(
1997)
Joint
attention and early social communication: Implications for research on inervention with
autism.
Journal of Autism and Developmental
Disorders,
27, 653–676.
Mussey, J. L., & Klinger, L. G.
(
2020)
Imitation in
ASD: Performance on an imitation choice task.
Research in Autism Spectrum
Disorders,
73, 101530.
Naigles, L. R., Cheng, M., Xu Rattanasone, N., Tek, S., Khetrapal, N., Fein, D., & Demuth, K.
(
2016)
“You’re
telling me!” the prevalence and predictors of pronoun reversals in children with autism spectrum disorders and typical
development.
Research in Autism Spectrum
Disorders,
27, 11–20.
Nilsen, E. S., & Fecica, A. M.
(
2011)
A
model of communicative perspective-taking for typical and atypical populations of
children.
Developmental
Review,
31(1), 55–78.
Norbury, C. F., Gemmell, T., & Paul, R.
(
2013)
Pragmatics
abilities in narrative production: A cross-disorder comparison.
Journal of Child
Language,
41(3), 485–510.
Norbury, C. F. & Sparks, S.
(
2015) ‘
Language
impairment within the autism spectrum’. In
S. Robson and
S. Flannery Quinn (eds.)
The
Routledge International Handbook of Young Children’s Thinking and
Understanding. Abingdon: Routledge. pp. 215–228.
Osterling, J., & Dawson, G.
(
1994)
Early
recognition of children with autism: A study of first birthday home videotapes.
Journal
of Autism and Developmental
Disorders,
24, 247–257.
Over, H., & Carpenter, M.
(
2013)
The
Social Side of Imitation.
Child Development
Perspectives,
7(1), 6–11.
Ozonoff, S., Pennington, B. F., & Rogers, S. J.
(
1990)
Are
there emotion perception deficits in young autistic children? Journal of Child
Psychology and
Psychiatry,
31(3), 343–361.
Peristeri, E., Andreou, M., & Tsimpli, I. M.
(
2017)
Syntactic
and story structure complexity in the narratives of high-and low-language ability children with autism spectrum
disorder.
Frontiers in Psychology.
Perovic, A., Modyanova, N., & Wexler, K.
(
2013)
Comprehension
of reflexive and personal pronouns in children with autism: A syntactic or pragmatic
deficit? Applied
Psycholinguistics,
34(4), 813–835.
Pickering, M. J., & Garrod, S.
(
2004)
Toward
a mechanistic psychology of dialogue.
The Behavioral and Brain
Sciences,
27(2), 169–190; discussion 190–226. Retrieved
from
[URL].
Prizant, B. M.
(
1978)
An analysis of the functions
of immediate echolalia in autistic children. Unpublished Ph.D.
dissertation. State University of New York. Buffalo, NY.
Prizant, B. M.
(
1983)
Language
acquisition and communicative behavior in autism: Toward an understanding of the “whole” of
it.
Journal of Speech and Hearing
Disorders,
48(3), 296–307.
Prizant, B. M., & Duchan, J. F.
(
1981)
The
functions of immediate echolalia in autistic children.
Journal of Speech and Hearing
Disorders,
46(3), 241–249.
Reitter, D., & Moore, J. D.
(
2014)
Alignment
and task success in spoken dialogue.
Journal of Memory and
Language,
76, 29–46.
Rice, M. L.
(
2020)
Clinical
lessons from studies of children with specific language impairment.
Perspectives of the
ASHA Special Interest
Groups,
5(1), 12–29.
Rice, M. L., Taylor, C. L., Zubrick, S. R., Hoffman, L., & Earnest, K. K.
(
2020)
Heritability
of specific language impairment and nonspecific language impairment at ages 4 and 6 years across phenotypes of speech,
language, and nonverbal cognition.
Journal of Speech, Language, and Hearing
Research,
63(3), 793–813.
Roberts, J. A., Rice, M. L., & Tager-Flusberg, H.
(
2004)
Tense
marking in children with autism.
Applied
Psycholinguistics,
25(3), 429–448.
Roberts, J. M. A.
(
1989)
Echolalia
and comprehension in autistic children.
Journal of Autism and Developmental
Disorders,
19, 271–281.
Roberts, J. M. A.
(
2014) ‘
Echolalia and
language development in children with autism’. In
J. Arciuli and
J. Brock (eds).
Communication
in
Autism. Amsterdam: Benjamins. pp. 55–73.
Rowland, C. F., Chang, F., Ambridge, B., Pine, J. M., & Lieven, E. V. M.
(
2012)
The
development of abstract syntax: Evidence from structural priming and the lexical
boost.
Cognition,
125(1), 49–63.
Rydell, P. J., & Mirenda, P.
(
1994)
Effects
of high and low constraint utterances on the production of immediate and delayed echolalia in young children with
autism.
Journal of Autism and Developmental
Disorders,
24, 719–735.
Santiesteban, I., White, S., Cook, J., Gilbert, S. J., Heyes, C., & Bird, G.
(
2012)
Training
social cognition: From imitation to Theory of
Mind.
Cognition,
122(2), 228–235.
Savage, C., Lieven, E., Theakston, A., & Tomasello, M.
(
2006)
Structural
priming as implicit learning in language acquisition: The persistence of lexical and structural priming in
4-year-olds.
Language Learning and
Development,
2(1), 27–49.
Shimpi, P. M., Gámez, P. B., Huttenlocher, J., & Vasilyeva, M.
(
2007)
Syntactic
priming in 3- and 4-year-old children: Evidence for abstract representations of transitive and dative
forms.
Developmental
Psychology,
43(6), 1334–1346.
Slocombe, K. E., Alvarez, I., Branigan, H. P., Jellema, T., Burnett, H. G., Fischer, A., … Levita, L.
(
2013)
Linguistic
alignment in adults with and without Asperger’s syndrome.
Journal of Autism and
Developmental Disorders,
43(6).
Sowden, S., Koehne, S., Catmur, C., Dziobek, I., & Bird, G.
(
2016)
Intact
automatic imitation and typical spatial compatibility in autism spectrum disorder: Challenging the broken mirror
theory.
Autism
Research,
9(2), 292–300.
Stone, W. L., Ousley, O. Y., & Littleford, C. D.
(
1997)
Motor
imitation in young children with autism: What’s the object? Journal of Abnormal Child
Psychology,
25, 475–485.
Sukenik, N., & Friedmann, N.
(
2018)
ASD
is not DLI: Individuals with autism and individuals with syntactic DLI show similar performance level in syntactic
tasks, but different error patterns.
Frontiers in
Psychology,
9(APR).
Tager-Flusberg, H.
(
2000)
The
challenge of studying language development in autism.
Methods for studying language
production. Psychology Press.
Tager-Flusberg, H., & Joseph, R. M.
(
2003)
Identifying
neurocognitive phenotypes in autism.
Philosophical Transactions of the Royal Society B:
Biological
Sciences,
358, issue 1430.
Tager-Flusberg, H., & Kasari, C.
(
2013)
Minimally
verbal school-aged children with autism spectrum disorder: The neglected end of the
spectrum.
Autism
Research,
6(6), 468–478.
Tager-Flusberg, H., & Anderson, M.
(
1991)
The
development of contingent discourse ability in autistic children.
Journal of Child
Psychology and
Psychiatry,
32(7), 1123–1134.
Tek, S., Mesite, L., Fein, D., & Naigles, L.
(
2014)
Longitudinal
analyses of expressive language development reveal two distinct language profiles among young children with autism
spectrum disorders.
Journal of Autism and Developmental
Disorders,
44, 75–84.
Toth, K., Munson, J., Meltzoff, A. N., & Dawson, G.
(
2006)
Early
predictors of communication development in young children with autism spectrum disorder: Joint attention, imitation,
and toy play.
Journal of Autism and Developmental
Disorders,
36, 993–1005.
Vanvuchelen, M., Roeyers, H., & De Weerdt, W.
(
2007)
Nature
of motor imitation problems in school-aged boys with autism: A motor or a cognitive
problem? Autism,
11(3), 225–240.
Vanvuchelen, M., Roeyers, H., & De Weerdt, W.
(
2011)
Do
imitation problems reflect a core characteristic in autism? Evidence from a literature
review.
Research in Autism Spectrum
Disorders,
5(1), 89–95.
Vivanti, G., & Hamilton, A.
(
2014)
Imitation
in Autism Spectrum Disorders. In
F. R. Volkmar,
R. Paul,
S. J. Rogers, &
K. A. Pelphrey (Eds.),
Handbook
of autism and pervasive developmental disorders, Vol. 1: Diagnosis, development, and brain
mechanisms (pp. 278–302). Wiley & Sons.
Vivanti, G., Nadig, A., Ozonoff, S., & Rogers, S. J.
(
2008)
What
do children with autism attend to during imitation tasks? Journal of Experimental Child
Psychology,
101(3), 186–205.
Volden, J.
(
2002)
Features
leading to judgements of inappropriacy in the language of speakers with autism: A preliminary
study.
Journal of Speech-Language Pathology and
Audiology,
26, 138–146.
Volden, J.
(
2004)
Conversational
repair in speakers with autism spectrum disorder.
International Journal of Language
& Communication Disorders / Royal College of Speech & Language
Therapists,
39(2), 171–189.
Volden, J., & Lord, C.
(
1991)
Neologisms
and idiosyncratic language in autistic speakers.
Journal of Autism and Developmental
Disorders,
21, 109–130.
Wang, Y., & Hamilton, A. F. de C.
(
2012)
Social
top-down response modulation (STORM): A model of the control of mimicry in social
interaction.
Frontiers in Human
Neuroscience,
106(4), 498–503.
Wittke, K., Mastergeorge, A. M., Ozonoff, S., Rogers, S. J., & Naigles, L. R.
(
2017)
Grammatical
language impairment in autism spectrum disorder: Exploring language phenotypes beyond standardized
testing.
Frontiers in
Psychology,
8(APR), 1–12.
Ying Sng, C., Carter, M., & Stephenson, J.
(
2018)
A
systematic review of the comparative pragmatic differences in conversational skills of individuals with
autism.
Autism & Developmental Language Impairments, Vol.
3.
Yirmiya, N., Sigman, M. D., Kasari, C., & Mundy, P.
(
1992)
Empathy
and cognition in high-functioning children with autism.
Child
Development,
63(1), 150–160.
Young, G. S., Rogers, S. J., Hutman, T., Rozga, A., Sigman, M., & Ozonoff, S.
(
2011)
Imitation
from 12 to 24 months in autism and typical development: A longitudinal rasch
analysis.
Developmental
Psychology,
47(6), 1565–1578.
Cited by
Cited by 1 other publications
Fusaroli, Riccardo, Ethan Weed, Roberta Rocca, Deborah Fein & Letitia Naigles
2023.
Repeat After Me? Both Children With and Without Autism Commonly Align Their Language With That of Their Caregivers.
Cognitive Science 47:11
This list is based on CrossRef data as of 28 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.