1
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Thompson K, Choi E, Artis J, Dubay M, Baranek GT, Watson LR. An observational study of parental language during play and mealtime in toddlers at variable likelihood for autism. JOURNAL OF CHILD LANGUAGE 2024; 51:681-709. [PMID: 38247286 PMCID: PMC11052673 DOI: 10.1017/s0305000923000739] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/23/2024]
Abstract
Parental language input influences child language outcomes but may vary based on certain characteristics. This research examined how parental language differs during two contexts for toddlers at varying likelihood of autism based on their developmental skills. Parental language (quantity, quality, and pragmatic functions) was analyzed during dyadic play and mealtime interactions as a secondary data analysis of observational data from a study of toddlers at elevated and lower likelihood of autism. Child developmental skills and sensory processing were also assessed. Parents used more words per minute, directives, and verbs during play and more adjectives, descriptions, and questions during mealtime. Parental language differed based on child fine motor skills, receptive language, and levels of sensory hyporesponsiveness but not autism likelihood. Overall, this study found that parental language varies based on context and child developmental skills. Future research examining parental language should include pragmatic functions and context across developmental trajectories.
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Affiliation(s)
- Kelsey Thompson
- Department of Allied Health Sciences, University of North Carolina Chapel Hill
- Program for Early Autism Research, Leadership, and Service (PEARLS), University of North Carolina Chapel Hill
| | - Elizabeth Choi
- Mrs. T. H. Chan Division of Occupational Science and Occupational Therapy, University of Southern California
- Program for Early Autism Research, Leadership, and Service (PEARLS), University of North Carolina Chapel Hill
| | - Jonet Artis
- University of Maryland College Park
- Program for Early Autism Research, Leadership, and Service (PEARLS), University of North Carolina Chapel Hill
| | - Michaela Dubay
- Department of Human Services, University of Virginia
- Program for Early Autism Research, Leadership, and Service (PEARLS), University of North Carolina Chapel Hill
| | - Grace T Baranek
- Mrs. T. H. Chan Division of Occupational Science and Occupational Therapy, University of Southern California
- Program for Early Autism Research, Leadership, and Service (PEARLS), University of North Carolina Chapel Hill
| | - Linda R Watson
- Department of Allied Health Sciences, University of North Carolina Chapel Hill
- Program for Early Autism Research, Leadership, and Service (PEARLS), University of North Carolina Chapel Hill
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2
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Campi E, Choi E, Chen YJ, Holland CM, Bristol S, Sideris J, Crais ER, Watson LR, Baranek GT. Sensory Reactivity of Infants at Elevated Likelihood of Autism and Associations with Caregiver Responsiveness. J Autism Dev Disord 2024; 54:270-279. [PMID: 36307744 PMCID: PMC9616418 DOI: 10.1007/s10803-022-05764-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/14/2022] [Indexed: 10/31/2022]
Abstract
Infants at elevated likelihood of developing autism display differences in sensory reactivity, especially hyporeactivity, as early as 7 months of age, potentially contributing to a developmental cascade of autism symptoms. Caregiver responsiveness, which has been linked to positive social communication outcomes, has not been adequately examined with regard to infant sensory reactivity. This study examined the multiplicative impact of infant sensory hypo- and hyperreactivity on caregiver responsiveness to sensory reactivity and regulation cues in 43 infants at elevated likelihood of autism. Sensory hyperreactivity was found to moderate the association between sensory hyporeactivity and caregiver responsiveness, such that caregivers of infants with moderately high sensory hypo- and hyperreactivity demonstrated higher responsiveness.
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Affiliation(s)
- Emily Campi
- University of Southern California Mrs. T.H. Chan Division of Occupational Science and Occupational Therapy, 1540 Alcazar St, 90033, Los Angeles, CA, USA.
- Department of Health Sciences, University of North Carolina, Chapel Hill, NC, USA.
| | - Elizabeth Choi
- University of Southern California Mrs. T.H. Chan Division of Occupational Science and Occupational Therapy, 1540 Alcazar St, 90033, Los Angeles, CA, USA
- Department of Health Sciences, University of North Carolina, Chapel Hill, NC, USA
| | - Yun-Ju Chen
- University of Southern California Mrs. T.H. Chan Division of Occupational Science and Occupational Therapy, 1540 Alcazar St, 90033, Los Angeles, CA, USA
- Department of Health Sciences, University of North Carolina, Chapel Hill, NC, USA
| | - Cristin M Holland
- Department of Psychiatry, Columbia University Irving Medical Center, 630 W 168th St, 10032, New York, NY, USA
- Department of Health Sciences, University of North Carolina, Chapel Hill, NC, USA
| | - Stephanie Bristol
- Division of Occupational Science and Occupational Therapy, University of North Carolina Chapel Hill, Bondurant Hall, CB #7122, 27599-7122, Chapel Hill, NC, USA
- Department of Health Sciences, University of North Carolina, Chapel Hill, NC, USA
| | - John Sideris
- University of Southern California Mrs. T.H. Chan Division of Occupational Science and Occupational Therapy, 1540 Alcazar St, 90033, Los Angeles, CA, USA
- Department of Health Sciences, University of North Carolina, Chapel Hill, NC, USA
| | - Elizabeth R Crais
- Division of Speech and Hearing Sciences, University of North Carolina Chapel Hill, 321 S Columbia St, 27516, Chapel Hill, NC, USA
- Department of Health Sciences, University of North Carolina, Chapel Hill, NC, USA
| | - Linda R Watson
- Division of Speech and Hearing Sciences, University of North Carolina Chapel Hill, 321 S Columbia St, 27516, Chapel Hill, NC, USA
- Department of Health Sciences, University of North Carolina, Chapel Hill, NC, USA
| | - Grace T Baranek
- University of Southern California Mrs. T.H. Chan Division of Occupational Science and Occupational Therapy, 1540 Alcazar St, 90033, Los Angeles, CA, USA
- Department of Health Sciences, University of North Carolina, Chapel Hill, NC, USA
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3
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Uzonyi TE, Grissom AC, Anderson RV, Lee H, Towner-Wright S, Crais ER, Watson LR, Landa RJ. Scoping review of behavioral coding measures used to evaluate parent responsiveness of children with autism or elevated risk of autism. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2023; 27:1856-1875. [PMID: 36802822 DOI: 10.1177/13623613231152641] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/19/2023]
Abstract
LAY ABSTRACT The topic of how parents react (e.g., how they talk and act) to their child with autism or elevated likelihood of autism, often called parent responsiveness, has been studied by researchers for over 50 years. Many methods for measuring behaviors around parent responsiveness have been created depending on what researchers were interested in discovering. For example, some include only the behaviors that the parent does/says in reacting to something the child does/says. Other systems look at all behaviors in a period of time between child and parent (e.g., who talked/acted first, how much the child or parent said/did). The purpose of this article was to provide a summary of how and what researchers looked at around parent responsiveness, describe the strengths and barriers of these approaches, and suggest a "best practices" method of looking at parent responsiveness. The model suggested could make it more possible to look across studies to compare study methods and results. The model could be used in the future by researchers, clinicians, and policymakers to provide more effective services to children and their families.
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Affiliation(s)
- Thelma E Uzonyi
- Kennedy Krieger Institute, USA
- The University of Tennessee Health Science Center, USA
| | | | | | - Helen Lee
- University of Southern California, USA
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Woolard A, Benders T, Campbell LE, Whalen OM, Mallise C, Karayanidis F, Barker D, Murphy VE, Tait J, Gibson P, Korostenski L, Lane AE. The relationship between pitch contours in infant-directed speech and early signs of autism in infancy. Infant Behav Dev 2023; 72:101860. [PMID: 37478500 DOI: 10.1016/j.infbeh.2023.101860] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2022] [Revised: 06/15/2023] [Accepted: 06/20/2023] [Indexed: 07/23/2023]
Abstract
PURPOSE Mother-infant interactions during the first year of life are crucial to healthy infant development. The infant-directed speech (IDS), and specifically pitch contours, used by mothers during interactions are associated with infant language and social development. However, little research has examined pitch contours towards infants with socio-communication and language differences, such as those displaying early signs of autism spectrum disorder (autism). This study aimed to explore the association of infant autism signs and pitch contours used by mothers with their 12-month-old infants. METHOD Mother-infant dyads (n = 109) were recruited from the University of Newcastle BabyLab. Parent-infant dyads completed a 15-min interaction, from which a total of 36,128 pitch contours were measured and correlated with infant autism signs. Infant autism signs were assessed via parent-report (First Year Inventory; Reznick et al., 2007). A subset of high-risk infants (admitted to a neonatal intensive care unit, n = 29) also received an observation-based assessment (Autism Detection in Early Childhood; Young & Nah, 2016). RESULTS Mothers used fewer sinusoidal contours when they rated their infant as displaying more autism signs (rs = - .30, p = .004) and more autism-related sensory regulation issues (rs = - .31, p = .001). Mothers used fewer flat contours if their infant displayed more researcher-rated autism signs (r2 = - .39, p = .04). CONCLUSIONS This study provides the early evidence that maternal pitch contours in IDS are related to early autism signs in infancy. If our findings are replicated in follow up studies where infants are followed to diagnosis, maternal IDS may be an important element of future early intervention protocols that focus on communication for infants with risk for autism.
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Affiliation(s)
- Alix Woolard
- Family Interaction and Neurodevelopmental Laboratory, University of Newcastle, Australia; School of Psychology, University of Newcastle, Australia; Priority Research Centre GrowUpWell, University of Newcastle, Australia; Telethon Kids Institute, Perth, Australia.
| | - Titia Benders
- Australian Research Council Centre of Excellence in Cognition and its Disorders, Department of Linguistics, Macquarie University, Sydney, Australia
| | - Linda E Campbell
- Family Interaction and Neurodevelopmental Laboratory, University of Newcastle, Australia; School of Psychology, University of Newcastle, Australia; Priority Research Centre GrowUpWell, University of Newcastle, Australia
| | - Olivia M Whalen
- Family Interaction and Neurodevelopmental Laboratory, University of Newcastle, Australia; School of Psychology, University of Newcastle, Australia; Priority Research Centre GrowUpWell, University of Newcastle, Australia
| | - Carly Mallise
- Population Health, Hunter New England Local Health District, Wallsend, Australia; School of Medicine and Public Health, University of Newcastle, Callaghan, Australia
| | - Frini Karayanidis
- School of Psychology, University of Newcastle, Australia; Functional Neuroimaging Laboratory, University of Newcastle, Australia
| | - Daniel Barker
- School of Medicine and Public Health, University of Newcastle, Australia
| | - Vanessa E Murphy
- Priority Research Centre GrowUpWell, University of Newcastle, Australia; School of Medicine and Public Health, University of Newcastle, Australia; John Hunter Children's Hospital, Australia
| | - Jordan Tait
- Family Interaction and Neurodevelopmental Laboratory, University of Newcastle, Australia; School of Psychology, University of Newcastle, Australia
| | - Peter Gibson
- Priority Research Centre GrowUpWell, University of Newcastle, Australia; School of Medicine and Public Health, University of Newcastle, Australia; Priority Research Centre for Healthy Lungs, University of Newcastle, Australia
| | | | - Alison E Lane
- Priority Research Centre GrowUpWell, University of Newcastle, Australia; Olga Tennison Autism Research Centre, La Trobe University, Melbourne, Australia
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5
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Kulasinghe K, Whittingham K, Mitchell AE. Emotional availability in the mother-child relationship for families of young children with autism spectrum disorder in Australia: A cross-sectional survey. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 131:104365. [PMID: 36347112 DOI: 10.1016/j.ridd.2022.104365] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/13/2022] [Revised: 09/28/2022] [Accepted: 10/13/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND In families of children with autism spectrum disorder (ASD) the mother-child relationship can be affected by many factors; however, the impacts of maternal broad autism phenotype (BAP) and attachment styles are unknown. This study investigated predictors of emotional availability in the mother-child relationship in families of children with ASD. METHODS Mothers (N = 231) of children with ASD living in Australia completed questionnaires assessing emotional availability in the parent-child relationship (mutual attunement, child involvement, affect quality) and mothers' BAP, mental health, adult attachment style and parenting experiences. Hierarchical multiple regressions and a mediation analysis were conducted. RESULTS Parent-reported positive parenting experiences was the greatest predictor of mutual attunement, child involvement and affect quality in the parent-child relationship. Maternal stress and anxiety predicted poorer mutual attunement, stress and depressive symptoms predicted less child involvement and anxiety predicted worse affect quality. Negative parenting experiences, maternal anxiety and stress mediated the relationship between BAP and mutual attunement. CONCLUSION Interventions combining mental health and parenting support for mothers of children with ASD to bolster emotional availability within the mother-child relationship may be warranted.
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Affiliation(s)
- Kavindri Kulasinghe
- Queensland Cerebral Palsy and Rehabilitation Research Centre, Centre for Children's Health Research, Faculty of Medicine, The University of Queensland, 62 Graham Street, South Brisbane, QLD 4101, Australia.
| | - Koa Whittingham
- Queensland Cerebral Palsy and Rehabilitation Research Centre, Centre for Children's Health Research, Faculty of Medicine, The University of Queensland, 62 Graham Street, South Brisbane, QLD 4101, Australia
| | - Amy E Mitchell
- School of Nursing and Midwifery, Griffith University, N48 Health Sciences Building, Nathan Campus, Kessels Road, Nathan, QLD 4111, Australia; Menzies Health Institute Queensland, Griffith University, Kessels Road, Nathan, QLD 4111, Australia; Parenting and Family Support Centre, School of Psychology, The University of Queensland, 13 Upland Rd, St Lucia, QLD 4072, Australia
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6
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Gliga T, Skolnick A, Liersch U, Charman T, Johnson MH, Bedford R. Investigating the Mechanisms Driving Referent Selection and Retention in Toddlers at Typical and Elevated Likelihood for Autism Spectrum Disorder. JOURNAL OF CHILD LANGUAGE 2022; 49:1024-1036. [PMID: 34227462 DOI: 10.1017/s0305000921000416] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
It was suggested that children's referent selection may not lay memory traces sufficiently strong to lead to retention of new word-object mappings. If this was the case we expect incorrect selections to be easily rectified through feedback. Previous work suggested this to be the case in toddlers at typical likelihood (TL) but not in those at elevated likelihood (EL) for autism spectrum disorder (ASD) (Bedford et al., ). Yet group differences in lexical knowledge may have confounded these findings. Here, TL (N = 29) and EL toddlers (N = 75) chose one of two unfamiliar objects as a referent for a new word. Both groups retained the word-referent mapping above chance when their choices were immediately reinforced but were at chance after corrective feedback. The same pattern of results was obtained when children observed another experimenter make the initial referent choice. Thus, children's referent choices lay memory traces that compete with subsequent correction; these strong word-object associations are not a result of children actively choosing potential referents for new words.
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Affiliation(s)
- Teodora Gliga
- Department of Psychology, University of East Anglia, Norwich, United Kingdom
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, United Kingdom
| | - Alex Skolnick
- Department of Psychology, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, United Kingdom
| | - Ute Liersch
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, United Kingdom
| | - Tony Charman
- Department of Psychology, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, United Kingdom
| | - Mark H Johnson
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, United Kingdom
- Department of Psychology, University of Cambridge, Cambridge, United Kingdom
| | - Rachael Bedford
- Child and Adolescent Psychiatry Department, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, United Kingdom
- Department of Psychology, University of Bath, United Kingdom
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7
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Chen YJ, Sideris J, Watson LR, Crais ER, Baranek GT. Developmental trajectories of sensory patterns from infancy to school age in a community sample and associations with autistic traits. Child Dev 2022; 93:e446-e459. [PMID: 35238019 DOI: 10.1111/cdev.13745] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
This prospective study examined the latent growth trajectories of sensory patterns among a North Carolina birth cohort (N = 1517; 49% boys, 87% White) across infancy (6-19 months), preschool (3-4 years), and school years (6-7 years). Change rates of sensory hyper- and hyporesponsiveness better differentiated children with an autism diagnosis or elevated autistic traits from those with other developmental conditions, including non-autistic children with sensory differences. More sensory hyper- and hyporesponsiveness at infancy followed by steeper increases differentially predicted more autistic traits at school age. Further, children of parents with higher education tended to show stable or improving trajectories. These findings highlight the importance of tracking sensory patterns from infancy for facilitating early identification of associated challenges and tailored support for families.
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Affiliation(s)
- Yun-Ju Chen
- Mrs. T.H. Chan Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles, California, USA
| | - John Sideris
- Mrs. T.H. Chan Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles, California, USA
| | - Linda R Watson
- Department of Allied Health Sciences, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Elizabeth R Crais
- Department of Allied Health Sciences, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Grace T Baranek
- Mrs. T.H. Chan Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles, California, USA
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8
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Lv S, Xing Y, Xu Y, Liu L, Zhu H, Ye Q, Wang C, Zou X, Deng H. The role of caregiver gestures and gesture-related responses of toddlers with autism spectrum disorder. Front Psychiatry 2022; 13:895029. [PMID: 35935429 PMCID: PMC9353329 DOI: 10.3389/fpsyt.2022.895029] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/12/2022] [Accepted: 06/29/2022] [Indexed: 11/13/2022] Open
Abstract
Autism spectrum disorder (ASD) is characterized by social communicative abnormalities. Deficits and delays in gestural communication are among the early deficits of ASD and also a major social modality in early caregiver-toddler interaction. Caregiver gestures have an important role in the cognitive and social development of children with ASD. Thus, it is urgent to further explore the role of caregiver gestures in early caregiver-toddler interaction. In this cross-sectional study, we observed the caregivers' gestures and responses of toddlers aged between 18 and 24 months during play (ASD = 44, TD = 29) and dining activities (ASD = 34, TD = 27). By observing the different frequencies and patterns of gestures by the caregiver-child interaction and the different proportions of children's responses to the caregiver's gestures, we found that, compared to caregivers of typically developing toddlers, caregivers of toddlers with ASD had fewer synchronized gestures and more unsynchronized gestures in the play activity and more supplementary gestures in dining activity. Toddlers with ASD produced more social responses to caregivers' synchronized gestures, whereas the use of synchronized gestures by the caregivers in caregiver-toddler interaction had a positive influence on social responses to toddlers with ASD. The findings suggest that effective use of gestures by caregivers during caregiver-toddler activities can improve children's social responses.
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Affiliation(s)
- ShaoLi Lv
- Child Development and Behavior Center, Third Affiliated Hospital of Sun Yat-sen University, Guangzhou, China
| | - Yu Xing
- Child Development and Behavior Center, Third Affiliated Hospital of Sun Yat-sen University, Guangzhou, China
| | - YanTing Xu
- Child Development and Behavior Center, Third Affiliated Hospital of Sun Yat-sen University, Guangzhou, China
| | - LinRu Liu
- Child Development and Behavior Center, Third Affiliated Hospital of Sun Yat-sen University, Guangzhou, China
| | - HuiLin Zhu
- Child Development and Behavior Center, Third Affiliated Hospital of Sun Yat-sen University, Guangzhou, China
| | - QianYing Ye
- Child Development and Behavior Center, Third Affiliated Hospital of Sun Yat-sen University, Guangzhou, China
| | - ChunMei Wang
- Child Development and Behavior Center, Third Affiliated Hospital of Sun Yat-sen University, Guangzhou, China
| | - XiaoBing Zou
- Child Development and Behavior Center, Third Affiliated Hospital of Sun Yat-sen University, Guangzhou, China
| | - HongZhu Deng
- Child Development and Behavior Center, Third Affiliated Hospital of Sun Yat-sen University, Guangzhou, China
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9
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Grzadzinski R, Amso D, Landa R, Watson L, Guralnick M, Zwaigenbaum L, Deák G, Estes A, Brian J, Bath K, Elison J, Abbeduto L, Wolff J, Piven J. Pre-symptomatic intervention for autism spectrum disorder (ASD): defining a research agenda. J Neurodev Disord 2021; 13:49. [PMID: 34654371 PMCID: PMC8520312 DOI: 10.1186/s11689-021-09393-y] [Citation(s) in RCA: 29] [Impact Index Per Article: 9.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/18/2021] [Accepted: 09/16/2021] [Indexed: 12/26/2022] Open
Abstract
Autism spectrum disorder (ASD) impacts an individual's ability to socialize, communicate, and interact with, and adapt to, the environment. Over the last two decades, research has focused on early identification of ASD with significant progress being made in understanding the early behavioral and biological markers that precede a diagnosis, providing a catalyst for pre-symptomatic identification and intervention. Evidence from preclinical trials suggest that intervention prior to the onset of ASD symptoms may yield more improved developmental outcomes, and clinical studies suggest that the earlier intervention is administered, the better the outcomes. This article brings together a multidisciplinary group of experts to develop a conceptual framework for behavioral intervention, during the pre-symptomatic period prior to the consolidation of symptoms into diagnosis, in infants at very-high-likelihood for developing ASD (VHL-ASD). The overarching goals of this paper are to promote the development of new intervention approaches, empirical research, and policy efforts aimed at VHL-ASD infants during the pre-symptomatic period (i.e., prior to the consolidation of the defining features of ASD).
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Affiliation(s)
- Rebecca Grzadzinski
- Carolina Institute for Developmental Disabilities, University of North Carolina, Chapel Hill, NC, USA.
- Program for Early Autism Research Leadership and Service (PEARLS), University of North Carolina, Chapel Hill, NC, USA.
| | - Dima Amso
- Department of Psychology, Columbia University, New York, NY, USA
| | - Rebecca Landa
- Center for Autism and Related Disorders, Kennedy Krieger Institute, Baltimore, MD, USA
- Department of Psychiatry and Behavioral Sciences, The Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Linda Watson
- Program for Early Autism Research Leadership and Service (PEARLS), University of North Carolina, Chapel Hill, NC, USA
- Division of Speech and Hearing Sciences, University of North Carolina, Chapel Hill, NC, USA
| | - Michael Guralnick
- Center on Human Development and Disability, University of Washington, Seattle, WA, USA
| | | | - Gedeon Deák
- Department of Cognitive Science, University of California, San Diego, San Diego, CA, USA
| | - Annette Estes
- Department of Speech and Hearing Sciences, University of Washington Autism Center, University of Washington, Seattle, WA, USA
| | - Jessica Brian
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
- Department of Paediatrics, University of Toronto, Toronto, Canada
| | - Kevin Bath
- Department of Neuroscience, Brown University, Providence, RI, USA
| | - Jed Elison
- Institute of Child Development, University of Minnesota, Minneapolis, MN, USA
| | - Leonard Abbeduto
- University of California, Davis, MIND Institute, University of California, Davis, Sacramento, CA, USA
| | - Jason Wolff
- Department of Educational Psychology, University of Minnesota, Minneapolis, MN, USA
| | - Joseph Piven
- Carolina Institute for Developmental Disabilities, University of North Carolina, Chapel Hill, NC, USA
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10
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Grzadzinski R, Nowell SW, Crais ER, Baranek GT, Turner-Brown L, Watson LR. Parent responsiveness mediates the association between hyporeactivity at age 1 year and communication at age 2 years in children at elevated likelihood of ASD. Autism Res 2021; 14:2027-2037. [PMID: 34128355 DOI: 10.1002/aur.2557] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2020] [Revised: 04/05/2021] [Accepted: 05/18/2021] [Indexed: 11/11/2022]
Abstract
Studies suggest that higher parent responsiveness is associated with higher child language abilities. Infants and toddlers later diagnosed with autism spectrum disorder (ASD) often display hyporeactivity to sensory stimuli, which has also been associated with lower child communication abilities and lower parent responsiveness. Yet, whether parent responsiveness mediates the relationship between child hyporeactivity and later communication outcomes remains unexplored. This study is a secondary data analysis which includes children (n = 83; 56 males) identified as at elevated likelihood of later ASD. Children completed an observational measure of sensory reactivity and a standard developmental assessment at 14 (Time 1) and 23 months old (Time 2). At each time point, parents reported on the child's adaptive communication behaviors and sensory behaviors, and Parent Verbal Responsiveness (AvgPVR) was coded from parent-child free-play videos. Results indicated that the association between child sensory hyporeactivity at Time 1 (observed and parent-reported) and communication at Time 2 (observed and parent reported) was significantly mediated by AvgPVR. Although child hyporeactivity predicts poorer communication outcomes, increased parent verbal responsiveness may attenuate this negative impact. Parent responsiveness, a focus of many parent-mediated interventions, may be an important mechanism of treatment response that should be directly tested in future research. LAY SUMMARY: Toddlers at elevated likelihood of autism spectrum disorder (ASD) are often under-reactive (hyporeactive) to sensory stimuli. This hyporeactivity slows learning of communication skills and provides parents with fewer opportunities to respond to their children. In this study, children with hyporeactivity at 14 months generally had poorer communication at 23 months; however, the more responsive their parents were, the weaker the relationship between early hyporeactivity and later communication. Thus, increasing parent responsiveness may lead to better communication outcomes for toddlers with the early ASD symptom of hyporeactivity.
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Affiliation(s)
- Rebecca Grzadzinski
- Program for Early Autism Research, Leadership, and Service (PEARLS), University of North Carolina, Chapel Hill, North Carolina, USA.,University of North Carolina, Carolina Institute for Developmental Disabilities, Chapel Hill, North Carolina, USA
| | - Sallie W Nowell
- University of North Carolina, Frank Porter Graham Child Development Institute, Chapel Hill, North Carolina, USA
| | - Elizabeth R Crais
- Program for Early Autism Research, Leadership, and Service (PEARLS), University of North Carolina, Chapel Hill, North Carolina, USA.,Division of Speech and Hearing Sciences, University of North Carolina
| | - Grace T Baranek
- Program for Early Autism Research, Leadership, and Service (PEARLS), University of North Carolina, Chapel Hill, North Carolina, USA.,The Mrs. T. H. Chan Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles, California, USA
| | - Lauren Turner-Brown
- Program for Early Autism Research, Leadership, and Service (PEARLS), University of North Carolina, Chapel Hill, North Carolina, USA.,University of North Carolina, TEACCH Autism Program, Chapel Hill, North Carolina, USA
| | - Linda R Watson
- Program for Early Autism Research, Leadership, and Service (PEARLS), University of North Carolina, Chapel Hill, North Carolina, USA.,Division of Speech and Hearing Sciences, University of North Carolina
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11
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Grzadzinski R, Donovan K, Truong K, Nowell S, Lee H, Sideris J, Turner-Brown L, Baranek GT, Watson LR. Sensory Reactivity at 1 and 2 Years Old is Associated with ASD Severity During the Preschool Years. J Autism Dev Disord 2021; 50:3895-3904. [PMID: 32157566 DOI: 10.1007/s10803-020-04432-4] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Children with Autism Spectrum Disorder (ASD) often display atypical sensory reactivity within the first years of life, prior to a diagnosis. This study examined sensory reactivity patterns at 14 months, changes from 14 to 23 months, and later ASD severity at 3 to 5 years of age in children (n = 87) at elevated likelihood of ASD. Results indicated that observed hyporeactivity at 14 months and increases from 14 to 23 months were related to higher ASD severity during the preschool years. Parent report of hyperreactivity at 14 months was associated with higher ASD severity in the RRB domain during the preschool years. Early hypo and hyperreactivity may predict later severity of ASD and aid in subtyping and developing individualized treatments.
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Affiliation(s)
- Rebecca Grzadzinski
- University of North Carolina, Carolina Institute for Developmental Disabilities, Chapel Hill, NC, USA.
| | - Kevin Donovan
- University of North Carolina, Department of Biostatistics, Chapel Hill, NC, USA
| | - Kinh Truong
- University of North Carolina, Department of Biostatistics, Chapel Hill, NC, USA
| | - Sallie Nowell
- University of North Carolina, Frank Porter Graham Child Development Institute, Chapel Hill, NC, USA
| | - Helen Lee
- Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles, CA, USA
| | - John Sideris
- Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles, CA, USA
| | | | - Grace T Baranek
- Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles, CA, USA
| | - Linda R Watson
- University of North Carolina, Division of Speech and Hearing Sciences, Chapel Hill, NC, USA
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12
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Bottema-Beutel K, Kim SY. A Systematic Literature Review of Autism Research on Caregiver Talk. Autism Res 2020; 14:432-449. [PMID: 33377301 DOI: 10.1002/aur.2461] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2020] [Revised: 11/17/2020] [Accepted: 12/15/2020] [Indexed: 01/09/2023]
Abstract
Describing how caregivers' talk to their autistic children, and how their talk may influence social and language outcomes, has important implications for developmental theory and intervention research. In this systematic literature review, we examine 294 caregiver talk variables extracted from 65 studies, provide a narrative overview of research findings, and link measurement approaches to various theories of language development. The majority of variables included only talk directed to children (90%), and specified the speech act being performed (57%). More than one-third of variables measured talk that was responsive to children's attention, activities, or communication (38%), and slightly less than a third measured variables that elicited children's communication or engagement. Semantic aspects of talk were specified in 41% of variables, structural features were measured in 20% of variables, and suprasegmental features were measured in only 1% of variables. Talk quantity (without reference to other aspects of talk) was measured in 8% of variables. We found strong support that talk related to children's attention is implicated in autistic children's language development, but this construct has been measured inconsistently in terms of semantic, structural, and functional features. There is also evidence for bi-directional relationships between caregiver's talk and autistic children's development on a variety of semantic and structural variables. LAY SUMMARY: In our review, we found many differences in how researchers measured caregiver's talk, but also some promising leads. Researchers should continue examining caregiver talk related to children's focus of attention to clarify how this type of language contributes to autistic children's development. We also found interesting research on how children influence caregiver's talk, and encourage researchers to continue to study how this occurs.
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Affiliation(s)
- Kristen Bottema-Beutel
- Lynch School of Education and Human Development, Boston College, Chestnut Hill, Massachusetts, USA
| | - So Yoon Kim
- Lynch School of Education and Human Development, Boston College, Chestnut Hill, Massachusetts, USA
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13
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Social origins of self-regulated attention during infancy and their disruption in autism spectrum disorder: Implications for early intervention. Dev Psychopathol 2020; 32:1362-1374. [PMID: 32693862 DOI: 10.1017/s0954579420000796] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
To understand the complex relationships between autism spectrum disorder (ASD) and other frequently comorbid conditions, a growing number of studies have investigated the emergence of ASD during infancy. This research has suggested that symptoms of ASD and highly related comorbid conditions emerge from complex interactions between neurodevelopmental vulnerabilities and early environments, indicating that developing treatments to prevent ASD is highly challenging. However, it also suggests that attenuating the negative effects of ASD on future development once identified is possible. The present paper builds on this by conceptualizing developmental delays in nonsocial skills as the potential product of altered caregiver-infant interactions following the emergence of ASD during infancy. And, following emerging findings from caregiver-infant dyadic head-mounted eye-tracking (D-ET) research, it also suggests that a multiple pathway model of joint attention can provide mechanistic insights into how ASD alters the ability of caregiver and infant to create a context for infant learning. The potential for this view to inform early intervention is further discussed and illustrated through D-ET data collected prior to and following a brief, parent-mediated intervention for infant ASD. While promising, further research informing how a multiple pathway model of joint attention can inform ASD early intervention is needed.
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14
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Edmunds SR, Kover ST, Stone WL. 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 Res 2019; 12:715-731. [PMID: 31050220 DOI: 10.1002/aur.2100] [Citation(s) in RCA: 36] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2018] [Revised: 01/26/2019] [Accepted: 03/04/2019] [Indexed: 11/12/2022]
Abstract
Among preschool-age children with autism spectrum disorder (ASD) and typically developing children, parents' verbal responsiveness (PVR) has long been shown to predict children's later language ability. However, before the age of three, when language develops most rapidly, the early social communication deficits associated with ASD may impact parents' opportunities to facilitate early language development. The aim of this review was to characterize the relation between PVR and the vocal communication ability of children with or at high risk for ASD early in development. Specifically, we examined whether the relation between PVR and child communication varied by type of PVR and by child diagnostic status, as well as whether interventions increased PVR. A systematic multi-database search yielded 25 empirical studies (804 parent-toddler dyads; 30 effect sizes) that met inclusion criteria and related a variable of PVR to a variable of child vocalization or language. Meta-regression analyses revealed that the relation between PVR and child communication was significant regardless of PVR type or child diagnostic status. To date, interventions targeting both PVR and child communication were found to significantly increase PVR, but not child communication, for these populations. Future research should examine parent-child communication in a transactional, longitudinal manner. In addition, these findings have implications for interventions designed to target parents' responsiveness and child communication. Autism Research 2019, 12: 715-731. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: For families with children under 3 years old who are at risk for or diagnosed with ASD, this study revealed empirical evidence of a robust relation between parents'' verbal responsiveness to their children's play and communication and children's communication ability. This relation is similar to that reported in research on typically developing children. Interventions designed to improve parent-child interaction in children with or at risk for ASD may be effective in increasing parents' responsiveness.
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Affiliation(s)
- Sarah R Edmunds
- Department of Psychology, University of Washington, Seattle, Washington
| | - Sara T Kover
- Department of Speech and Hearing Sciences, University of Washington, Seattle, Washington
| | - Wendy L Stone
- Department of Psychology, University of Washington, Seattle, Washington
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15
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Thompson GA, Shanahan EC, Gordon I. The role of music-based parent-child play activities in supporting social engagement with children on the autism spectrum: A content analysis of parent interviews. NORDIC JOURNAL OF MUSIC THERAPY 2018. [DOI: 10.1080/08098131.2018.1509107] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Affiliation(s)
- Grace Anne Thompson
- Melbourne Conservatorium of Music, The University of Melbourne, Melbourne, Australia
| | | | - Ian Gordon
- Statistical Consulting Centre, The University of Melbourne, Melbourne, Australia
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16
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Flippin M, Watson LR. Parental Broad Autism Phenotype and the Language Skills of Children with Autism Spectrum Disorder. J Autism Dev Disord 2018; 48:1895-1907. [PMID: 29307040 PMCID: PMC5949081 DOI: 10.1007/s10803-017-3431-7] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Father-child and mother-child interactions were examined in order to investigate concurrent associations between three characteristics of parental broad autism phenotype (i.e., aloofness, rigidity, pragmatic language deficits), parental verbal responsiveness, and language skills of children with ASD. Results for mothers indicated that aloofness and rigidity were negatively associated with both child-initiated engagement and child language skills. Maternal aloofness was also negatively correlated with verbal responsiveness to their children, but rigidity was not. Results suggest that the association between aloofness and child language are potentially mediated by maternal use of responsive verbal behaviors. Maternal pragmatic language deficits were not concurrently related to child-initiated engagement or language skills. In contrast, for fathers, aloofness and rigidity were unrelated to child-initiated engagement and language skills. Paternal pragmatic deficits were also not associated with child language, however significant positive associations were found between paternal pragmatic language deficits and frequency of child-initiated engagement. Results are discussed in reference to potential clinical implications and directions for future research.
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Affiliation(s)
- Michelle Flippin
- Department of Communicative Disorders, University of Rhode Island, Kingston, RI, 02881, USA.
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17
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Parent-Mediated Intervention for One-Year-Olds Screened as At-Risk for Autism Spectrum Disorder: A Randomized Controlled Trial. J Autism Dev Disord 2018; 47:3520-3540. [PMID: 28861651 DOI: 10.1007/s10803-017-3268-0] [Citation(s) in RCA: 46] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Theoretically, interventions initiated with at-risk infants prior to the point in time a definitive autism spectrum disorder (ASD) diagnosis can be made will improve outcomes. Pursuing this idea, we tested the efficacy of a parent-mediated early intervention called Adapted Responsive Teaching (ART) via a randomized controlled trial with 87 one-year-olds identified by community screening with the First Year Inventory as at-risk of later ASD diagnoses. We found minimal evidence for main effects of ART on child outcomes. However, ART group parents showed significantly greater increases in responsiveness to their infants than control group parents. Further, significant indirect (mediation) effects of assignment group on multiple child outcomes through changes in parent responsiveness supported our theory of change.
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