Peer-reviewed article
Working memory and language development have a bi-directional longitudinal relationship in autistic preschoolers.
Aanya Sehgal, Gina Schnur, Viviane Valdes, Susan Faja ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined how working memory and language development are related in autistic preschoolers over time. Researchers measured 160 autistic children's working memory and language skills at three time points, one year apart. They found that better working memory in year one predicted better language skills in year two, and better language skills in year one predicted better working memory in year two, but this pattern did not continue between years two and three. The findings suggest that working memory and language skills develop together in early childhood autism and could be important targets for early support.
Key points
- Working memory at the first time point significantly predicted language development at the second time point (β = .31, p = .01)
- Language at the first time point significantly predicted working memory at the second time point (β = .40, p < .001)
- The bidirectional relationship was not statistically significant between the second and third time points
- Study included 160 autistic preschoolers assessed across three years
- Working memory and language have potential as linked early assessment and intervention targets in autism
Limitations
The study does not explain why the bidirectional relationship was significant between years one and two but not years two and three. The research is limited to autistic preschoolers and does not compare outcomes with neurotypical children or examine other factors that may influence these relationships.
Abstract
BACKGROUND: Among neurotypical children working memory and language development are closely related, but the longitudinal relationship between these factors is unknown in autism. This study had the goal of evaluating potential bidirectional relationships between these domains. METHODS: A longitudinal design included language and visuospatial working memory assessments across three time points with 160 autistic preschoolers. Time points were one year apart. A cross-lagged panel model (CLPM) using Full-Information Maximum Likelihood (FIML) was used to evaluate longitudinal associations between performance on a working memory task (i.e., the Hide and Seek Task) and language scores (i.e., verbal development quotient). RESULTS: Cross-lagged associations were significant for paths from working memory at the first time point to language at the second time point (β = .31, p = .01) and from language at first time point to working memory at the second time point (β = .40, p < .001). Cross-lagged paths from the second to third time point were not statistically significant in either direction. CONCLUSIONS: This study provides evidence of a bidirectional relationship between working memory and language in autistic toddlers and preschoolers among younger autistic preschoolers. These results highlight working memory as a potential early assessment and intervention domain for improving language outcomes in autism as well as the role of language delays as a factor related to reduced working memory skills later in development.