Brief Report: Examining the Links Between Language Processes and Working Memory Impairments in Toddlers and Preschoolers with ASD.
Sarah R Edmunds, Carly Colman, Paige Vidal and 1 others
PMID 33959845WHAT IT FOUND
Children with autism had lower working memory than peers, even after accounting for nonverbal ability.
Stronger verbal skills linked to better working memory, especially in autism. Two-year-olds with weaker working memory used more self-talk, suggesting it may be a compensation strategy rather than a helpful tool.
Key findings
01Children with ASD had lower visuospatial working memory composite scores than typically developing children, controlling for nonverbal developmental quotient.
02Verbal ability was positively associated with working memory performance, and this relationship was stronger for children with ASD compared to typically developing children.
03Two-year-old children who used more verbal self-talk had lower working memory performance, but there was no significant difference in self-talk use between ASD and typically developing groups.
STILL TO COME
How it was doneWhat they foundWhat it means for SLPs
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What it does not show
The study was cross-sectional, so it cannot determine whether language skills lead to better working memory or if the relationship works in the other direction. The working memory tasks only measured visuospatial working memory, not verbal working memory. The study did not control for social communication skills, which previous research suggests may explain executive function differences in older children with ASD.
Declared interests
The authors have no conflicts of interest to disclose.
The easy way to misread this
Do not assume that verbal self-talk is an effective strategy for improving working memory in toddlers. The study found that 2-year-olds who used more self-talk actually had lower working memory scores, suggesting it may be a sign of difficulty rather than a helpful tool.