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Potential of automatic speech processing technologies for early detection of oral language disorders: a meta-analytic review ...
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Neurodevelopmental outcomes among extremely premature infants with linear growth restriction.
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Next-gen sequencing identifies non-coding variation disrupting miRNA-binding sites in neurological disorders
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Parenting Stress and Language Development in Children: Associations in Angelman Syndrome and Down Syndrome
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In: The Journal of Purdue Undergraduate Research (2021)
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Implicit Learning in Preschoolers with and Without Developmental Language Disorder
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In: Student Research Symposium (2021)
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Perfil linguístico de crianças com histórico de prematuridade: um estudo preliminar ; Linguistic profile of children with a history of prematurity: a preliminary study
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Expressive language development in adolescents with Down syndrome and fragile X syndrome: change over time and the role of family-related factors.
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In: Journal of neurodevelopmental disorders, vol 12, iss 1 (2020)
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Screen time in 36-month-olds at increased likelihood for ASD and ADHD.
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Screen time in 36-month-olds at increased likelihood for ASD and ADHD.
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A Distinction Between Linguistic and Social Pragmatics Helps the Precise Characterization of Pragmatic Challenges in Children With Autism Spectrum Disorders and Developmental Language Disorder. ...
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Health comorbidities and cognitive abilities across the lifespan in Down syndrome. ...
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Play and prosociality are associated with fewer externalizing problems in children with developmental language disorder: The role of early language and communication environment. ...
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A Cross-Lagged Analysis of Emotion Regulation, Peer Problems, and Emotional Problems in Children With and Without Early Language Difficulties: Evidence From the Millennium Cohort Study. ...
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Sound Discrimination and Explicit Mapping of Sounds to Meanings in Preschoolers with and Without Developmental Language Disorder
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In: Speech and Hearing Sciences Faculty Publications and Presentations (2020)
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Performance of the German version of the PARCA-R questionnaire as a developmental screening tool in two-year-old very preterm infants
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In: ISSN: 1932-6203 ; PLOS ONE, Vol. 15, No 9 (2020) P. e0236289 (2020)
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A Distinction Between Linguistic and Social Pragmatics Helps the Precise Characterization of Pragmatic Challenges in Children With Autism Spectrum Disorders and Developmental Language Disorder.
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Health comorbidities and cognitive abilities across the lifespan in Down syndrome.
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A Cross-Lagged Analysis of Emotion Regulation, Peer Problems, and Emotional Problems in Children With and Without Early Language Difficulties: Evidence From the Millennium Cohort Study.
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| 19 |
Exploring Language Use Within a Parent-Mediated Intervention for Children Exhibiting Social Communication Difficulties
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In: Discovery Park Undergraduate Research Internship Program (2020)
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| 20 |
Aspects of Joint Attention in Autism Spectrum Disorder: Links to Sensory Processing, Social Competence, Maternal Attention, and Contextual Factors
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Abstract:
Background. Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by deficits in social interaction, communication, and restricted and repetitive behaviors (American Psychiatric Association, 2013). Given the heterogeneity of ASD it is important to understand individual differences within the disorder that are related to cognitive and language development, and how such differences may be related to differences in caregiver behavior or aspects of the social environment. Joint attention is an important component of early social communication and is considered to be a “core deficit” of ASD (Kasari, Freeman, Paparella, Wong, Kwon, & Gulsrud, 2005). Individual differences in joint attention during infancy have been shown to relate to language and cognitive development (Mundy, Block, Delgado, Pomares, Van Hecke, & Parlade, 2007; Nichols, Martin, & Fox, 2005). Therefore, joint attention serves an essential role in the study of child behavior within ASD across development. The present study consists of two manuscripts that explored how joint attention in children with ASD related to sensory responsiveness and social competence (Study 1), and how child joint attention related to mother attention and contextual factors (Study 2). Specifically, Study 1 investigated relations among children's sensory responses, dyadic orienting, joint attention, and their subsequent social competence with peers. Participants were 38 children (18 children with autism spectrum disorder (ASD) and 20 developmentally matched children with typical development) between the ages of 2.75 and 6.5 years. Observational coding was conducted to assess children's joint attention and dyadic orienting in a structured social communication task. Children's sensory responses and social competence were measured with parent report. Group differences were observed in children's joint attention, sensory responses, multisensory dyadic orienting, and social competence, with the ASD group showing significantly greater social impairment and sensory responses compared with their typical peers. Atypical sensory responses were negatively associated with individual differences on social competence subscales. Interaction effects were observed between diagnostic group and sensory responses with diagnostic group moderating the relation between sensory responses and both joint attention and social competence abilities. Study 2 investigated relations between child joint attention and mother attention during three social contexts (competing demands, teaching, and free play) among 44 children with ASD between the ages of 2.5 and 5.6 years, and their mothers. Observational coding was conducted to assess children’s joint attention and mother’s dyadic orienting. Children’s expressive and receptive language was measured by teacher report. The rate of children’s joint attention, and mothers’ dyadic orienting differed depending on the context of their interaction. Children’s joint attention, expressive and receptive language, age, and ASD severity, and mother dyadic orienting were related, and these relations differed by context. Child initiating joint attention (IJA) was also related to mother attention, and this relation was moderated by the child’s expressive and receptive language. A temporal contingency was revealed for the association between child IJA and mother attention with a bi-directional association such that child IJA predicted subsequent mother attention, and mother attention predicted subsequent child IJA. When the sample was split by children’s language ability (i.e., minimally-verbal and verbal groups) there was a group by receptive language, and a group by expressive language interaction on the contingency between child IJA and subsequent mother attention. Conclusion. The results from study 1 and study 2 suggest that individual differences in children with ASD, including their sensory responses and social competence, as well as mother attention and contextual factors are related to children’s joint attention. When addressing theory and interventions for children with ASD, it is important to consider children’s language and sensory sensitivities, the demands of the interactive context, and factors related to mother attention and approach to her child.
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Keyword:
Autism spectrum disorders; Child development; Children with autism spectrum disorders; Educational psychology; Joint attention; Special education
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URL: https://doi.org/10.7916/d8-bkys-bw35
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