Predictors of language acquisition in preschool children with autism spectrum disorders.

Audrey’s team followed the preschoolers with autism for three years. They tested each child at age 2 and again at age 5. The goal was to see which early skills best forecast later spoken language.

They checked non-verbal IQ, joint attention, imitation, play level, and early words. No therapy was given; kids just lived their usual lives while the researchers watched.

Kids who could not share eye-gaze or copy simple actions at age 2 were very likely to stay non-verbal by age 5. Strong non-verbal IQ helped a little, but only if joint attention and imitation were also present.

For children with classic autism, age-3 communication scores were the clearest crystal ball. Low scores there almost always meant minimal speech two years later.

Gabriels et al. (2001) saw the same warning signs six years earlier: poor motor imitation meant poor later language. Audrey adds that joint attention is an equally bright red flag.

Rose et al. (2020) looked at kids getting AAC-rich ABA and found that how quickly a child looked at picture symbols mattered more than IQ. Together the papers say: whether you use speech or AAC, social engagement drives language growth.

Ben-Itzchak et al. (2007) studied toddlers starting EIBI and also found IQ plus social deficits predict gains. The twist: Audrey shows the risk pattern even without therapy, while Esther shows the same kids can beat the odds if they get high-quality ABA.

You can spot the highest-risk young learners in under 10 minutes: watch for eye-gaze shifts and simple imitation. If both are weak, start intense social-communication intervention right away—don’t wait for clearer signs. Use the same quick probe every three months to see if your teaching is moving these core skills; they are the gatekeepers for all later language, spoken or AAC.