{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,7]],"date-time":"2026-10-07T16:22:59Z","timestamp":1791390179316,"version":"4.3.3"},"reference-count":63,"publisher":"Wiley","issue":"12","license":[{"start":{"date-parts":[[2018,11,26]],"date-time":"2018-11-26T00:00:00Z","timestamp":1543190400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"funder":[{"DOI":"10.13039\/100000055","name":"National Institute on Deafness and Other Communication Disorders","doi-asserted-by":"publisher","award":["R21 DC016102"],"award-info":[{"award-number":["R21 DC016102"]}],"id":[{"id":"10.13039\/100000055","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/100000002","name":"National Institutes of Health","doi-asserted-by":"publisher","award":["R21 DC016102"],"award-info":[{"award-number":["R21 DC016102"]}],"id":[{"id":"10.13039\/100000002","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Autism Research"],"published-print":{"date-parts":[[2018,12]]},"abstract":"<jats:sec><jats:label\/><jats:p>In this commentary, we describe a novel theoretical perspective on vocabulary delays in children with autism spectrum disorder (ASD)\u2014a perspective we refer to as auditory\u2013visual misalignment. We synthesize empirical evidence that: (a) as a result of differences in both social and nonsocial visual attention, the auditory\u2013visual statistics available to children with ASD for early word learning are misaligned; (b) this auditory\u2013visual misalignment disrupts word learning and contributes to the vocabulary delays shown by children with ASD; and (c) adopting a perspective of auditory\u2013visual misalignment has important theoretical and clinical implications for understanding and supporting vocabulary development in children with ASD. Theoretically, the auditory\u2013visual misalignment perspective advances our understanding of how attentional differences impact vocabulary development in children with ASD in several ways. By adopting the point of view of the child, we provide a framework that brings together research on social and domain\u2010general visual attention differences in children with ASD. In addition, the auditory\u2013visual misalignment perspective moves current thinking beyond how misalignment disrupts vocabulary development in the moment, and considers the likely consequences of misalignment over developmental time. Finally, considering auditory\u2013visual misalignment may assist in identifying active ingredients of existing language interventions or in developing new interventions that deliver high quality, aligned input. Future research is needed to determine how manipulating auditory\u2013visual alignment changes word learning in ASD and whether the effects of auditory\u2013visual misalignment are unique to ASD or shared with other neurodevelopmental disorders or sources of language impairment. <jats:bold><jats:italic>Autism Research<\/jats:italic><\/jats:bold> <jats:italic>2018, 11: 1621\u20131628<\/jats:italic>. \u00a9 2018 International Society for Autism Research, Wiley Periodicals, Inc.<\/jats:p><\/jats:sec><jats:sec><jats:title>Lay Summary<\/jats:title><jats:p>This article describes a new way of thinking about vocabulary delays in children with autism spectrum disorder (ASD). We suggest that children with ASD may have difficulty learning words because their attention is not tuned in to what is most important for learning, creating a mismatch between what they see and what they hear. This perspective brings together research on different types of attentional differences in people with ASD. It may also help us to understand how language interventions work.<\/jats:p><\/jats:sec>","DOI":"10.1002\/aur.2038","type":"journal-article","created":{"date-parts":[[2018,11,26]],"date-time":"2018-11-26T15:00:31Z","timestamp":1543244431000},"page":"1621-1628","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":21,"title":["Auditory\u2013visual misalignment: A theoretical perspective on vocabulary delays in children with ASD"],"prefix":"10.1002","volume":"11","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-5244-3634","authenticated-orcid":false,"given":"Courtney E.","family":"Venker","sequence":"first","affiliation":[{"name":"Department of Communicative Sciences and Disorders Michigan State University  East Lansing Michigan"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Allison","family":"Bean","sequence":"additional","affiliation":[{"name":"Department of Speech and Hearing Science The Ohio State University  Columbus Ohio"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sara T.","family":"Kover","sequence":"additional","affiliation":[{"name":"Department of Speech and Hearing Sciences University of Washington  Seattle Washington"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2018,11,26]]},"reference":[{"key":"e_1_2_7_2_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10803-013-1925-5"},{"key":"e_1_2_7_3_1","doi-asserted-by":"publisher","DOI":"10.1002\/aur.1590"},{"issue":"8","key":"e_1_2_7_4_1","article-title":"Statistical learning: A powerful mechanism that operates by mere exposure","volume":"8","author":"Aslin R. 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