Verbal and Behavioral Communication Strategies in Chinese Parent-Child Interactions: Distinctions between Autism Spectrum Disorder and Typical Development
Saved in:
| Title: | Verbal and Behavioral Communication Strategies in Chinese Parent-Child Interactions: Distinctions between Autism Spectrum Disorder and Typical Development |
|---|---|
| Language: | English |
| Authors: | Jing Feng (ORCID |
| Source: | International Journal of Language & Communication Disorders. 2026 61(3). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Autism Spectrum Disorders, Parent Child Relationship, Chinese, Foreign Countries, Verbal Development, Child Behavior, Linguistic Input, Individual Characteristics, Interpersonal Communication, Communication Strategies |
| Geographic Terms: | China |
| DOI: | 10.1111/1460-6984.70257 |
| ISSN: | 1368-2822 1460-6984 |
| Abstract: | Purpose: This study examined the characteristics and differences in the verbal and behavioral strategies employed by Chinese-speaking parents of children with Autism Spectrum Disorders (ASDs) and parents of typically developing (TD) children. Methods: Ten-minute video recordings of parent-child interactions were analyzed, involving 34 children with ASD (M[subscript age] = 4.77 years, SD = 1.46; 29 boys) and 31 TD children (M[subscript age] = 4.84 years, SD = 1.43; 15 boys) alongside their parents. Verbal and behavioral samples were transcribed, coded, and analyzed using EUDICO Linguistic Annotator (ELAN) and Computerized Language Analysis (CLAN) software to evaluate grammatical, syntactic, pragmatic, semantic, and non-verbal functions. The Mann-Whitney U test was utilized to compare the interactive strategies between the two parental groups. Results: Parents in the ASD group demonstrated a significantly shorter mean length of utterance (MLU), greater reliance on gestures and labeling, and a higher frequency of behavioral directives compared to parents in the TD group (all ps < 0.01). In contrast, parents of TD children exhibited a significantly higher frequency of expansions, general responses, and questions, facilitating richer language input and reciprocal conversational engagement. Conclusion: These findings suggest that parent-mediated interventions for Chinese-speaking children with ASD should prioritize balancing developmentally appropriate simplified input with responsive interaction strategies rather than merely increasing linguistic complexity to better support child-initiated communication and joint engagement. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506891 |
| Database: | ERIC |
| Abstract: | Purpose: This study examined the characteristics and differences in the verbal and behavioral strategies employed by Chinese-speaking parents of children with Autism Spectrum Disorders (ASDs) and parents of typically developing (TD) children. Methods: Ten-minute video recordings of parent-child interactions were analyzed, involving 34 children with ASD (M[subscript age] = 4.77 years, SD = 1.46; 29 boys) and 31 TD children (M[subscript age] = 4.84 years, SD = 1.43; 15 boys) alongside their parents. Verbal and behavioral samples were transcribed, coded, and analyzed using EUDICO Linguistic Annotator (ELAN) and Computerized Language Analysis (CLAN) software to evaluate grammatical, syntactic, pragmatic, semantic, and non-verbal functions. The Mann-Whitney U test was utilized to compare the interactive strategies between the two parental groups. Results: Parents in the ASD group demonstrated a significantly shorter mean length of utterance (MLU), greater reliance on gestures and labeling, and a higher frequency of behavioral directives compared to parents in the TD group (all ps < 0.01). In contrast, parents of TD children exhibited a significantly higher frequency of expansions, general responses, and questions, facilitating richer language input and reciprocal conversational engagement. Conclusion: These findings suggest that parent-mediated interventions for Chinese-speaking children with ASD should prioritize balancing developmentally appropriate simplified input with responsive interaction strategies rather than merely increasing linguistic complexity to better support child-initiated communication and joint engagement. |
|---|---|
| ISSN: | 1368-2822 1460-6984 |
| DOI: | 10.1111/1460-6984.70257 |
