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Cited by 29Language Development and DisordersChild and Animal Learning DevelopmentHearing Impairment and Communication

Measures of early social communication and vocabulary production to predict language outcomes at two and three years in late-talking toddlers

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Morgan, Lindee, Delehanty, Abigail, Cleary Dillon, Julie, Schatschneider, Chris, Wetherby, Amy M.·2020·Early Childhood Research Quarterly
DOI 10.1016/j.ecresq.2019.12.005PMC PMC7455001
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Abstract

Background Late talkers are a heterogeneous group of toddlers and reliable predictors of persistent language delay have been elusive. The purpose of this study was to determine the extent to which early social communication and vocabulary production predicted variance in language outcomes at 2 and 3 years of age.Methods Participants were 408 typically developing and late-talking toddlers who completed the Communication and Symbolic Behavior Scales Caregiver Questionnaire and Behavior Sample (CSBS CQ and CSBS BS) at a mean of 20 months, the Language Development Survey (LDS) at a mean of 24 months, and the Mullen Scales of Early Learning (MSEL) at a mean of 25 months. A subgroup of 198 children completed a second MSEL at 3 years of age. Associations among the LDS, CSBS CQ, CSBS BS, and MSEL were examined using correlational and hierarchical linear regression analyses. Logistic regression was used to examine each measure's contribution to predicting language delay at 2 and 3 years.Results Moderate to large correlations were observed among all variables. The LDS, CSBS CQ, and CSBS BS added unique contributions to the prediction of 2- and 3-year expressive and receptive language outcomes. Measures of speech and vocabulary production were the strongest predictors of language outcomes at age 2. At age 3, social and symbolic communication played a more significant role in accounting for variance in expressive and receptive language outcome. A similar pattern emerged for the categorical prediction of language delay.Conclusions Measures of social communication between 18-21 months added important information to predicting language outcomes at 2 and 3 years, above and beyond parent-reported expressive vocabulary production measured at 24 months, with small effect sizes overall. Implications for identifying younger children who are at risk for continued language delay and recommendations for referral to early intervention programs are discussed.

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  1. Carpenter M & Tomasello M. (2000). Joint attention, cultural learning, and language acquisition: Implications for children with autism In Wetherby AM and Prizant BM. Eds., Autism spectrum disorders: A transactional developmental perspective; Communication and Language Intervention Series, Volume 9, p. 31– 54. Brookes Publishing: Baltimore, MD.
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Authors
Morgan, L., Delehanty, A., Cleary Dillon, J., Schatschneider, C., & Wetherby, A. M.
Affiliations
  • Emory University (US)
  • Duquesne University (US)
  • Florida State University (US)
Corresponding author
Morgan, Lindee
ORCID
Venue
Early Childhood Research Quarterly
Publisher
Elsevier BV
Published
2020
Volume
51
Pages
366-378
ISSN
0885-2006 (ISSN-L)
DOI
10.1016/j.ecresq.2019.12.005
PMC
PMC7455001
OpenAlex
W2999589319
Cited by
29
References
107
Citations by year
2026: 2 · 2025: 10 · 2024: 4 · 2023: 3 · 2022: 2 · 2021: 5 · 2020: 1 · 2019: 1
FWCI
4.15
Type
journal article
Language
en
Open access
Licence
Locations
  • Early Childhood Research Quarterly (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
Funders
  • Office of Special Education Programs, Office of Special Education and Rehabilitative Services
  • National Institutes of Health
  • Centers for Disease Control and Prevention
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
  • Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Hearing Impairment and Communication
Keywords
late talkers, toddlers, social communication, symbolic communication, expressive vocabulary, receptive language, expressive language, Mullen Scales of Early Learning, early intervention referral

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