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Journal of Autism and Developmental Disorders

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Gepubliceerd in: Journal of Autism and Developmental Disorders 9/2014

01-09-2014 | Original Paper

The Role of Supported Joint Engagement and Parent Utterances in Language and Social Communication Development in Children with Autism Spectrum Disorder

Auteurs: Kristen Bottema-Beutel, Paul J. Yoder, Julia M. Hochman, Linda R. Watson

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2014

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Abstract

This study examined associations between three parent–child engagement states and social communication, expressive language, and receptive language at 8 month follow-up, in 63 preschool-age children with autism spectrum disorder. We extend the literature on supported joint engagement by dividing this state into higher order (HSJE) and lower order types, with HSJE involving greater reciprocity in toy play. We also examined parents’ follow-in utterances that co-occurred with each state. We found that only HSJE predicts later social communication and expressive language, while object engagement predicts receptive language. HSJE combined with follow-in utterances (HSJE+FI) predicts all three outcomes when controlling for HSJE+FI in other engagement states. When controlling for total HSJE, HSJE+FI is predictive of receptive language.
vorige artikel Does Language Guide Behavior in Children with Autism?
volgende artikel Relationships Between Feeding Problems, Behavioral Characteristics and Nutritional Quality in Children with ASD
Voetnoten
1
In Bakeman and Adamson’s original 1984 manuscript on this topic, supported joint engagement was referred to as ‘passive’ joint engagement. However, in subsequent work Adamson et al. (2004) clarify that “…it is important to emphasize that during periods of supported joint engagement, a child is neither passive (as we may have unfortunately implied in Bakeman and Adamson 1984, when we used the label passive joint engagement) nor unaware of the adult’s actions. Even though the child is not explicitly acknowledging the partner, the child is engaged in a shared activity that he or she is constructing with the partner” (p. 1183). It is this clarified definition of supported joint engagement that we use in the current study.
 
2
We conducted an additional series of analyses which controlled for initial levels of expressive language, and did indeed find that many of the associations we report in this manuscript were not significant. However, for research question 1, object engagement remains a significant predictor of receptive language. For research question 2, HSJE+FI remains a significant predictor of social communication and of receptive language. For research question 3, object engagement and HSJE+FI remain significant predictors of receptive language.
 
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Metagegevens
Titel
The Role of Supported Joint Engagement and Parent Utterances in Language and Social Communication Development in Children with Autism Spectrum Disorder
Auteurs
Kristen Bottema-Beutel
Paul J. Yoder
Julia M. Hochman
Linda R. Watson
Publicatiedatum
01-09-2014
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 9/2014
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-014-2092-z

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