Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

03-06-2022 | Brief Report

Brief Report: Response to Joint Attention and Object Imitation as Predictors of Expressive and Receptive Language Growth Rate in Young Children on the Autism Spectrum

Auteurs: Kyle M. Frost, Anamiguel Pomales-Ramos, Brooke Ingersoll

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 3/2024

Abstract

Joint attention and imitation are thought to facilitate a developmental cascade of language and social communication skills. Delays in developing these skills may affect the quality of children’s social interactions and subsequent language development. We examined how responding to joint attention and object imitation skills predicted rate of expressive and receptive communication growth rate in a heterogeneous sample of autistic children. Children’s baseline skills in responding to joint attention uniquely predicted expressive, but not receptive, language growth rate over time, while object imitation did not significantly predict language growth rate over and above joint attention skills. Future research should examine the potential moderating roles of child age and developmental level in explaining associations between joint attention and object imitation and later language development.

vorige artikel Burden of Rare Copy Number Variants in Microcephaly: A Brazilian Cohort of 185 Microcephalic Patients and Review of the Literature

volgende artikel Setting Families Up for Success: A Pilot Study of a Toolkit to Enhance the Autism Spectrum Disorder Diagnostic Evaluation Process

Bono, M. A., Daley, T., & Sigman, M. (2004). Relations among joint attention, amount of intervention and language gain in autism. Journal of Autism and Developmental Disorders, 34(5), 495–505. https://doi.org/10.1007/s10803-004-2545-xCrossRefPubMed

Bottema-Beutel, K. (2016). Associations between joint attention and language in autism spectrum disorder and typical development: A systematic review and meta-regression analysis: Associations between joint attention. Autism Research, 9(10), 1021–1035. https://doi.org/10.1002/aur.1624CrossRefPubMed

Bottema-Beutel, K., Kim, S. Y., Crowley, S., & Yoder, P. J. (2021). Developmental associations between joint engagement and autistic children’s vocabulary: A cross-lagged panel analysis. Autism, 25(2), 566–575. https://doi.org/10.1177/1362361320968641CrossRefPubMed

Carpenter, M., Pennington, B. F., & Rogers, S. J. (2002). Interrelations among social-cognitive skills in young children with autism. Journal of Autism and Developmental Disorders, 32(2), 16. https://doi.org/10.1023/a:1014836521114CrossRef

Charman, T. (2003). Why is joint attention a pivotal skill in autism? Philosophical Transactions of the Royal Society of London. Series b: Biological Sciences, 358(1430), 315–324. https://doi.org/10.1098/rstb.2002.1199CrossRefPubMedCentral

Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Cox, A., & Drew, A. (2000). Testing joint attention, imitation, and play as infancy precursors to language and theory of mind. Cognitive Development, 15(4), 481–498. https://doi.org/10.1016/S0885-2014(01)00037-5CrossRef

ClinicalTrials.gov NCT02721381. (2016). https://clinicaltrials.gov/ct2/show/NCT02721381

Dawson, G., Toth, K., Abbott, R., Osterling, J., Munson, J., Estes, A., & Liaw, J. (2004). Early social attention impairments in autism: Social orienting, joint attention, and attention to distress. Developmental Psychology, 40(2), 271–283. https://doi.org/10.1037/0012-1649.40.2.271CrossRefPubMed

Edmunds, S. R., Kover, S. T., & Stone, W. L. (2019). The relation between parent verbal responsiveness and child communication in young children with or at risk for autism spectrum disorder: A systematic review and meta-analysis. Autism Research, 12, 715–731. https://doi.org/10.1002/aur.2100CrossRefPubMedPubMedCentral

Franchini, M., Glaser, B., Wood de Wilde, H., Gentaz, E., Eliez, S., & Schaer, M. (2017). Social orienting and joint attention in preschoolers with autism spectrum disorders. PLoS ONE, 12(6), e0178859. https://doi.org/10.1371/journal.pone.0178859CrossRefPubMedPubMedCentral

Gulsrud, A. C., Hellemann, G., Shire, S., & Kasari, C. (2016). Isolating active ingredients in a parent-mediated social communication intervention for toddlers with autism spectrum disorder. Journal of Child Psychology and Psychiatry, 57(5), 606–613. https://doi.org/10.1111/jcpp.12481CrossRefPubMed

Hoff, E., & Naigles, L. (2002). How Children Use Input to Acquire a Lexicon. Child Development, 73(2), 418–433. https://doi.org/10.1111/1467-8624.00415CrossRefPubMed

Ingersoll, B., & Dvortcsak, A. (2010). Teaching Social Communication to Children With Autism: A Practitioner’s Guide to Parent Training and a Manual for Parents. New York: Guilford Press.

Ingersoll, B., & Meyer, K. (2011). Examination of correlates of different imitative functions in young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 5(3), 1078–1085. https://doi.org/10.1016/j.rasd.2010.12.001CrossRef

Ingersoll, B., & Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36(4), 487–505. https://doi.org/10.1007/s10803-006-0089-yCrossRefPubMed

Ingersoll, B., Wainer, A. L., Berger, N. I., Pickard, K. E., & Bonter, N. (2016). Comparison of a self-directed and therapist-assisted telehealth parent-mediated intervention for children with ASD: A pilot RCT. Journal of Autism and Developmental Disorders, 46(7), 2275–2284. https://doi.org/10.1007/s10803-016-2755-zCrossRefPubMed

Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study: Joint attention and symbolic play in young children with autism. Journal of Child Psychology and Psychiatry, 47(6), 611–620. https://doi.org/10.1111/j.1469-7610.2005.01567.xCrossRefPubMed

Kuhl, P. K. (2007). Is speech learning ‘gated’ by the social brain? Developmental Science, 10(1), 110–120. https://doi.org/10.1111/j.1467-7687.2007.00572.xADSCrossRefPubMed

Lord, C., Rutter, M., DiLavore, P., Risi, S., Gotham, K., & Bishop, S. (2012). Autism diagnostic observation schedule–2nd edition (ADOS-2). Western Psychological Corporation.

Luyster, R. J., Kadlec, M. B., Carter, A., & Tager-Flusberg, H. (2008). Language assessment and development in toddlers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 38(8), 1426–1438. https://doi.org/10.1007/s10803-007-0510-1CrossRefPubMed

McDuffie, A., Yoder, P. J., & Stone, W. (2005). Prelinguistic predictors of vocabulary in young children with autism spectrum disorders. Journal of Speech, Language, and Hearing Research, 48(5), 1080–1097. https://doi.org/10.1044/1092-4388(2005/075)CrossRefPubMed

McDuffie, A., Yoder, P. J., & Stone, W. (2006). Fast-mapping in young children with autism spectrum disorders. First Language, 26(4), 421–438. https://doi.org/10.1177/0142723706067438CrossRef

Mullen, E. M. (1995). Mullen scales of early learning. Minnesota: AGS Circle Pines.

Mundy, P., Delgado, C., Block, J., Venezia, M., Hogan, A., & Seibert, J. (2003). Early Social Communication Scales (ESCS). 66

Mundy, P., & Gomes, A. (1998). Individual differences in joint attention skill development in the second year. Infant Behavior and Development, 21(3), 469–482. https://doi.org/10.1016/S0163-6383(98)90020-0CrossRef

Mundy, P., Sigman, M., & Kasari, C. (1990). A longitudinal study of joint attention and language development in autistic children. Journal of Autism and Developmental Disorders, 20(1), 115–128. https://doi.org/10.1007/BF02206861CrossRefPubMed

Murray, D. S., Creaghead, N. A., Manning-Courtney, P., Shear, P. K., Bean, J., & Prendeville, J.-A. (2008). The relationship between joint attention and language in children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 23(1), 5–14. https://doi.org/10.1177/1088357607311443CrossRef

Nadel, J. (2002). Imitation and imitation recognition: Functional use in preverbal infants and nonverbal children with autism. In A. N. Meltzoff & W. Prinz (Eds.), The Imitative Mind. England: Cambridge University Press.

Nadel, J., Revel, A., Andry, P., & Gaussier, P. (2004). Toward communication: First imitations in infants, low-functioning children with autism and robots. Interaction Studies Social Behaviour and Communication in Biological and Artificial Systems, 5(1), 45–74.CrossRef

Pickard, K. E., & Ingersoll, B. (2015). Brief Report: High and low level initiations of joint attention, and response to joint attention: Differential relationships with language and imitation. Journal of Autism and Developmental Disorders, 45(1), 262–268. https://doi.org/10.1007/s10803-014-2193-8CrossRefPubMed

Rogers, S. J., & Pennington, B. F. (1991). A theoretical approach to the deficits in infantile autism. Development and Psychopathology, 3, 26.CrossRef

Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., Kasari, C., Ingersoll, B., Kaiser, A. P., Bruinsma, Y., McNerney, E., Wetherby, A., & Halladay, A. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(8), 2411–2428. https://doi.org/10.1007/s10803-015-2407-8CrossRefPubMedPubMedCentral

Sigman, M., Ruskin, E., Arbelle, S., Corona, R., Dissanayake, C., Espinosa, M., Kim, N., López, A., Zierhut, C., & Mervis, C. B. (1999). Continuity and change in the social competence of children with autism, Down syndrome, and developmental delays. Monographs of the Society for Research in Child Development, 64(1), i–139.

Sparrow, S., Cicchetti, D., & Balla, D. (2005). Vineland adaptive behavior scales:(Vineland II), survey interview form/caregiver rating form. Livonia, MN: Pearson Assessments

Stone, W. L., Ousley, O. Y., & Littleford, C. D. (1997). Motor imitation in young children with autism: What’s the object? Journal of Abnormal Child Psychology, 25(6), 475–485. https://doi.org/10.1023/A:1022685731726CrossRefPubMed

Stone, W. L., & Yoder, P. J. (2001). Predicting spoken language level in children with autism spectrum disorders. Autism, 5(4), 341–361.CrossRefPubMed

Tager-Flusberg, H., Paul, R., & Lord, C. (2005). Language and Communication in Autism. In F. R. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of Autism and Pervasive Developmental Disorders. US: Wiley.

Thurm, A., Lord, C., Lee, L.-C., & Newschaffer, C. (2007). Predictors of language acquisition in preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37(9), 1721–1734. https://doi.org/10.1007/s10803-006-0300-1CrossRefPubMed

Thurm, A., Manwaring, S. S., Swineford, L., & Farmer, C. (2015). Longitudinal study of symptom severity and language in minimally verbal children with autism. Journal of Child Psychology and Psychiatry, 56(1), 97–104. https://doi.org/10.1111/jcpp.12285CrossRefPubMed

Toth, K., Munson, J., Meltzoff, N., & A., & Dawson, G. (2006). Early predictors of communication development in young children with autism spectrum disorder: Joint attention, imitation, and toy play. Journal of Autism and Developmental Disorders, 36(8), 993–1005. https://doi.org/10.1007/s10803-006-0137-7CrossRefPubMedPubMedCentral

Van der Paelt, S., Warreyn, P., & Roeyers, H. (2014). Social-communicative abilities and language in preschoolers with autism spectrum disorders: Associations differ depending on language age. Research in Autism Spectrum Disorders, 8(5), 518–528. https://doi.org/10.1016/j.rasd.2014.01.010CrossRef

Whalen, C., Schreibman, L., & Ingersoll, B. (2006). The Collateral effects of joint attention training on social initiations, positive affect, imitation, and spontaneous speech for young children with autism. Journal of Autism and Developmental Disorders, 36(5), 655–664. https://doi.org/10.1007/s10803-006-0108-zCrossRefPubMed

Yoder, P. J., Stone, W. L., & Edmunds, S. R. (2021). Parent utilization of ImPACT intervention strategies is a mediator of proximal then distal social communication outcomes in younger siblings of children with ASD. Autism, 25(1), 44–57. https://doi.org/10.1177/1362361320946883CrossRefPubMed

Yoder, P. J., Watson, L. R., & Lambert, W. (2015). Value-added predictors of expressive and receptive language growth in initially nonverbal preschoolers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 45(5), 1254–1270. https://doi.org/10.1007/s10803-014-2286-4CrossRefPubMedPubMedCentral

Titel: Brief Report: Response to Joint Attention and Object Imitation as Predictors of Expressive and Receptive Language Growth Rate in Young Children on the Autism Spectrum
Auteurs: Kyle M. Frost
Anamiguel Pomales-Ramos
Brooke Ingersoll
Publicatiedatum: 03-06-2022
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 3/2024
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-022-05567-2

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 3/2024

Differences in Praxis Errors in Autism Spectrum Disorder Compared to Developmental Coordination Disorder

Brief Report: Differences in Naturalistic Attention to Real-World Scenes in Adolescents with 16p.11.2 Deletion

Use of ECT in Autism Spectrum Disorder and/or Intellectual Disability: A Single Site Retrospective Analysis

A Pilot Study on the Effect of Peer Support on Quality of Life of Adolescents with Autism Spectrum Disorder and Gender Dysphoria

Implementation of a Peer-Mediated Intervention to Teach Behavioral Expectations for Two Students on Autism Spectrum and a Student with ADHD in an Inclusive Elementary Classroom in Taiwan

The Impact of Emergency Pandemic HCBS Funding on the Continuity and Security of People with Intellectual and Developmental Disabilities