Associations Between Caregiver Stress and Language Outcomes in Infants With Autistic and Non-Autistic Siblings: An Exploratory Study.

This study looked at how parent stress affects language development in babies who have autistic siblings (who are at higher risk for autism) and babies with non-autistic siblings. Researchers found that when parents are more stressed, they tend to talk less to their babies. This reduced talking was linked to weaker language skills in the children 9 months later. The pattern was seen in both groups of babies, suggesting parent stress can impact early language development regardless of autism risk.

This exploratory study examined relationships between caregiver stress and language development in 50 infants aged 12-18 months, including siblings of autistic children (Sibs-autism, n=28) and siblings of non-autistic children (Sibs-NA, n=22). Using validated stress measures, daylong language recordings, and standardized assessments 9 months later, researchers found significant indirect effects linking caregiver stress to reduced language outcomes through decreased caregiver language input. Results suggest that stressed caregivers speak less to their infants, and this reduced input correlates with poorer child language outcomes at 21-27 months for both groups. The study provides new insights into mechanisms connecting caregiver wellbeing and early language development in high-risk populations.

Results suggest supporting caregiver wellbeing may benefit early language development. Interventions addressing caregiver stress could potentially improve language learning environments for infants, particularly those at increased autism risk. Early identification of stressed caregivers may help optimize language input quality and quantity during critical developmental periods.

Small sample size (n=50) limits generalizability. Exploratory design suggests preliminary findings requiring replication. The study design and statistical power are not clearly specified in the abstract, making it difficult to assess methodological rigor.

Caregivers of autistic children present with high stress levels, which have been associated with poorer child outcomes in several domains, including language development. However, prior to this study, it was unknown whether elevated caregiver stress was associated with language development in infant siblings of autistic children (Sibs-autism), who are at increased likelihood of receiving a future diagnosis of autism and/or language impairment compared to infant siblings of non-autistic children. This study explored the degree to which, as well as the mechanisms by which, caregiver stress was linked with later language outcomes of Sibs-autism and infant siblings of non-autistic children (Sibs-NA). Participants were 50 infants (28 Sibs-autism; 22 Sibs-NA) aged 12-18 months at the first time point in this study (Time 1).

Infants were seen again 9 months later, at 21-27 months of age (Time 2). Caregiver stress was measured via a validated self-report measure at Time 1. Caregiver language input, the putative mechanism by which caregiver stress may influence later language outcomes, was collected via two daylong recordings from digital recording (Language ENvironment Analysis) devices worn by the child at this same time point. Child language outcomes were measured via standardized and caregiver report measures at Time 2.

Several models testing hypothesized indirect effects of caregiver stress on later child language outcomes through caregiver language input were statistically significant. Specifically, significant indirect effects suggest that (a) caregivers with increased stress tend to speak less to their infants, and (b) this reduced language input tends to covary with reduced child language outcomes later in life for Sibs-autism and Sibs-NA. This study provides new insights into links between caregiver stress, caregiver language input, and language outcomes in Sibs-autism and Sibs-NA. Further work is necessary to understand how to best support caregivers and optimize the language learning environments for infants. https://doi.org/10.23641/asha.21714368.