Emotional and Social Development in Vocalizations in Korean-Speaking Toddlers with Autism Spectrum Disorder and Those with Developmental Delay

Poster Presentation
Thursday, May 10, 2018: 11:30 AM-1:30 PM
Hall Grote Zaal (de Doelen ICC Rotterdam)
S. W. Cho1, K. S. Lee2 and H. J. Yoo3, (1)Sogang University, Seoul, Korea, The Republic of, (2)Rehabilitation, Hanshin University, Seoul, Korea, Republic of (South), (3)Psychiatry, Seoul National University Bundang Hospital, Seongnam, Korea, The Republic of

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that may impair social interaction and communication. Many infants with ASD lack vocalization during the first year of life, and may have impaired communication during future development. Vocal behaviors play a key role in developing language and speech from six to twelve months after birth, infants develop critical vocal behaviors including canonical babbling and variegated babbling as they fully develop nonverbal communication skills using gestures and vocalizations


This study examines the development of socializing and emotional expressions through vocalizations and joint attention behaviors in Koreans-peaking children with Autism Spectrum Disorder (ASD) compared with those with developmental delay (DD).


Video samples were collected from 28 toddlers with ASD and 18 age-matched toddlers with DD and vocalizations were each coded in detail for the purpose of this retrospective research. In addition to some statistical analysis, Computerized Language Analysis (CLAN) was done for obtaining the final results.


Although they produced a higher number of vocalizations than the DD group, the ASD group did not engage in emotional or social interactions with their caretakers as the DD group did. The children with ASD used more atypical vocalizations and socially unengaged vocalizations than the children with DD did. Joint attention using vocalizations in the ASD group, in particular, was largely dyadic, with triadic types occurring at a significantly lower frequency than those in the DD group.


Results from this study indicate the importance of assessing early vocalizations in toddlers with ASD, suggesting that some common symptoms of ASD, such as lack of typical, emotional and social functions in early vocalizations, could be used to develop screening and intervention programs related to ASD.