Canonical babbling trajectories across the first year of life in autism and typical development.

Autor:	Long HL; University of Wisconsin-Madison, USA., Ramsay G; Emory University School of Medicine, USA.; Children's Healthcare of Atlanta, USA., Bene ER; The University of Memphis, USA., Su PL; The University of Texas at Dallas, USA., Yoo H; The University of Alabama, USA., Klaiman C; Emory University School of Medicine, USA.; Children's Healthcare of Atlanta, USA., Pulver SL; Emory University School of Medicine, USA.; Children's Healthcare of Atlanta, USA., Richardson S; Children's Healthcare of Atlanta, USA., Pileggi ML; Children's Healthcare of Atlanta, USA., Brane N; Children's Healthcare of Atlanta, USA., Oller DK; The University of Memphis, USA.; Konrad Lorenz Institute for Evolution and Cognition Research, Austria.
Jazyk:	angličtina
Zdroj:	Autism : the international journal of research and practice [Autism] 2024 Dec; Vol. 28 (12), pp. 3078-3091. Date of Electronic Publication: 2024 May 17.
DOI:	10.1177/13623613241253908
Abstrakt:	Lay Abstract: Our study examined how babies develop their ability to talk to help identify early signs of autism. We looked at babies' production of babbling with mature syllables across the first year of life. Babies usually start producing mature babbling at 7 months of age before they say their first words. Some studies have suggested that babies who are later diagnosed with autism produce this kind of babbling less frequently in their first year of life, but other studies have shown complicated outcomes. In this new study, we followed 44 autistic babies and compared them to 127 typically developing babies. We recorded the babies once every month, all day long, from the time that they were born until they were around 13 months old. Then, we studied their mature babbling from segments of these recordings. We found that the rate at which babies used mature babbling was lower in boys with autism, and higher in girls with autism, compared to babies without autism. This research helps us understand how babies with autism learn to talk. It also raises important questions about differences between boys and girls with autism. Our study can help us improve how scientists and clinicians can identify autism earlier, which could lead to better communication supports for autistic children and their families. Competing Interests: Declaration of conflicting interestsThe author(s) declared the following potential conflicts of interest with respect to the research, authorship, and/or publication of this article: D.K.O. is an unpaid member of the LENA Scientific Advisory Board. No other authors have any competing interests to report. Community InvolvementG.R. directs a High-School Research Internship in ASD where high-school autistic students are welcomed into the Spoken Communication Laboratory at the Marcus Autism Center and actively involved in research projects in any way that is meaningful to them. Autistic teenagers employed through this program have been involved in the analysis of data on research projects arising from the Emory Autism Center for Excellence (ACE) (NIH P50 MH100029). G.R. also directs the Marcus Fellowship in Speech Science and Engineering, a pre-doctoral fellowship program open to anyone with an undergraduate degree interested in pursuing autism research. Two siblings of autistic children were employed through this fellowship and provided feedback and perspective on our entire research program; they also conducted their own research projects using data from the Emory ACE. One of the lab managers employed by the Spoken Communication Laboratory was an autistic woman and helped with data collection for the Emory ACE. None of these individuals was directly involved with the preparation of the present paper, but we are providing this information as evidence of our programmatic commitment to engaging the autistic community in research.
Databáze:	MEDLINE
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