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Mother–child interaction in families of children with autism: Interpersonal dyadic processes / Yael ROZENBLATT-PERKAL in Research in Autism Spectrum Disorders, 79 (November 2020)
[article]
Titre : Mother–child interaction in families of children with autism: Interpersonal dyadic processes Type de document : Texte imprimé et/ou numérique Auteurs : Yael ROZENBLATT-PERKAL, Auteur ; Anat ZAIDMAN-ZAIT, Auteur Article en page(s) : 101689 Langues : Anglais (eng) Mots-clés : ASD Interpersonal theory Agency State space grid Mother-child interactions Index. décimale : PER Périodiques Résumé : Background Research examining parent-child interactions in families with ASD children has mainly focused on the behaviors of either the parent or the child and examined their associations with the child's developmental outcomes. Interpersonal theory conceptualizes parent-child behaviors at the dyadic level of agency (i.e., levels of dominance behaviors). The study examined dyadic mother-child interpersonal behavioral patterns for children with and without ASD. Using the dynamic system approach, we measured the content and structure of moment-to moment interpersonal levels of dominance behaviors over the course of semi-structured joint activity. We also examined the relations between children's externalizing, internalizing, prosocial behaviors and dyadic mother-child interpersonal dominance behaviors. Method Sample included 83 mothers and their three- to six-year-old children, 41 children with ASD and 42 typically developing (TD) children. Mothers completed questionnaires and were observed interacting with their children. We conducted hierarchical multiple regressions to examined variability in dyadic interpersonal agentic behaviors, controlling for maternal educational level and family income. Results Mother-TD dyads demonstrated increased mutual engagement, dyadic flexibility, and decreased mother high dominance-child low dominance behaviors. Children’s behaviors were associated with dyadic agentic behavior patterns. Prosocial behaviors were associated with increased dyadic flexibility and complementarity-agency, albeit only in mother-ASD dyads. Conclusions Findings highlight the role of interpersonal social processes for ASD children and their mothers. The flexibility and complementary of mother-child interpersonal agency is at least partially a function of children's behaviors and ASD. When ASD children express dominance, mothers generally hand over some control. En ligne : https://doi.org/10.1016/j.rasd.2020.101689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434
in Research in Autism Spectrum Disorders > 79 (November 2020) . - 101689[article] Mother–child interaction in families of children with autism: Interpersonal dyadic processes [Texte imprimé et/ou numérique] / Yael ROZENBLATT-PERKAL, Auteur ; Anat ZAIDMAN-ZAIT, Auteur . - 101689.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 79 (November 2020) . - 101689
Mots-clés : ASD Interpersonal theory Agency State space grid Mother-child interactions Index. décimale : PER Périodiques Résumé : Background Research examining parent-child interactions in families with ASD children has mainly focused on the behaviors of either the parent or the child and examined their associations with the child's developmental outcomes. Interpersonal theory conceptualizes parent-child behaviors at the dyadic level of agency (i.e., levels of dominance behaviors). The study examined dyadic mother-child interpersonal behavioral patterns for children with and without ASD. Using the dynamic system approach, we measured the content and structure of moment-to moment interpersonal levels of dominance behaviors over the course of semi-structured joint activity. We also examined the relations between children's externalizing, internalizing, prosocial behaviors and dyadic mother-child interpersonal dominance behaviors. Method Sample included 83 mothers and their three- to six-year-old children, 41 children with ASD and 42 typically developing (TD) children. Mothers completed questionnaires and were observed interacting with their children. We conducted hierarchical multiple regressions to examined variability in dyadic interpersonal agentic behaviors, controlling for maternal educational level and family income. Results Mother-TD dyads demonstrated increased mutual engagement, dyadic flexibility, and decreased mother high dominance-child low dominance behaviors. Children’s behaviors were associated with dyadic agentic behavior patterns. Prosocial behaviors were associated with increased dyadic flexibility and complementarity-agency, albeit only in mother-ASD dyads. Conclusions Findings highlight the role of interpersonal social processes for ASD children and their mothers. The flexibility and complementary of mother-child interpersonal agency is at least partially a function of children's behaviors and ASD. When ASD children express dominance, mothers generally hand over some control. En ligne : https://doi.org/10.1016/j.rasd.2020.101689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 Dyadic interactions in children exhibiting the broader autism phenotype: Is the broader autism phenotype distinguishable from typical development? / A. M. KELLERMAN in Autism Research, 12-3 (March 2019)
[article]
Titre : Dyadic interactions in children exhibiting the broader autism phenotype: Is the broader autism phenotype distinguishable from typical development? Type de document : Texte imprimé et/ou numérique Auteurs : A. M. KELLERMAN, Auteur ; A. J. SCHWICHTENBERG, Auteur ; B. L. TONNSEN, Auteur ; G. POSADA, Auteur ; S. P. LANE, Auteur Article en page(s) : p.469-481 Langues : Anglais (eng) Mots-clés : autism spectrum disorder broader autism phenotype infant sibling joint engagement mother-child interactions responsiveness Index. décimale : PER Périodiques Résumé : In families raising a child with an autism spectrum disorder (ASD), infant siblings are at elevated risk for ASD and other developmental concerns, including elements of the broader autism phenotype (BAP). Typically, the BAP is indexed using standardized developmental assessments; however, these measures do not capture a number of social difficulties commonly associated with the BAP. The present study aims to expand our developmental understanding of the BAP by comparing children exhibiting the BAP to their typically developing peers on, (a) standardized measures of development, and (b) social behaviors exhibited during dyadic play interactions. As part of a prospective study, dyads were recruited from families with at least one older child with ASD (high-risk, n = 36), and families with no history of ASD (low-risk, n = 38). During laboratory visits at 12, 15, 18, and 24 months of age, infants completed a series of standardized assessments and a mother-child play interaction. Dyadic play interactions were micro-analytically coded for gaze, positive affect, and vocalizations to create theory-driven composites to index dyadic synchrony and responsiveness. Videos were also coded with an existing rating scheme for joint engagement and child responsiveness. Multilevel models revealed significant group differences on select constructs within the first 2 years. Language and cognitive differences emerged by 24 months of age, whereas dyadic differences were evident as early as 15 months. Recognizing the increasing demand for elevated-risk interventions, these findings highlight several social constructs through which interventions may identify risk and promote optimal development. Autism Res 2019, 12: 469-481 (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In families raising children with an autism spectrum disorder (ASD), younger siblings are at an increased risk for social and developmental difficulties that characterize a "broader autism phenotype." The present study explored the emergence of social, language, and cognitive differences in the first 2 years of life. Social differences were evident as early as 15 months of age for several play-based measures, and language and cognitive differences emerged by 24 months of age. For infant siblings of children with ASD, some of the earliest behavioral marks for subclinical features of ASD are evident within the first 2 years of life. En ligne : http://dx.doi.org/10.1002/aur.2062 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387
in Autism Research > 12-3 (March 2019) . - p.469-481[article] Dyadic interactions in children exhibiting the broader autism phenotype: Is the broader autism phenotype distinguishable from typical development? [Texte imprimé et/ou numérique] / A. M. KELLERMAN, Auteur ; A. J. SCHWICHTENBERG, Auteur ; B. L. TONNSEN, Auteur ; G. POSADA, Auteur ; S. P. LANE, Auteur . - p.469-481.
Langues : Anglais (eng)
in Autism Research > 12-3 (March 2019) . - p.469-481
Mots-clés : autism spectrum disorder broader autism phenotype infant sibling joint engagement mother-child interactions responsiveness Index. décimale : PER Périodiques Résumé : In families raising a child with an autism spectrum disorder (ASD), infant siblings are at elevated risk for ASD and other developmental concerns, including elements of the broader autism phenotype (BAP). Typically, the BAP is indexed using standardized developmental assessments; however, these measures do not capture a number of social difficulties commonly associated with the BAP. The present study aims to expand our developmental understanding of the BAP by comparing children exhibiting the BAP to their typically developing peers on, (a) standardized measures of development, and (b) social behaviors exhibited during dyadic play interactions. As part of a prospective study, dyads were recruited from families with at least one older child with ASD (high-risk, n = 36), and families with no history of ASD (low-risk, n = 38). During laboratory visits at 12, 15, 18, and 24 months of age, infants completed a series of standardized assessments and a mother-child play interaction. Dyadic play interactions were micro-analytically coded for gaze, positive affect, and vocalizations to create theory-driven composites to index dyadic synchrony and responsiveness. Videos were also coded with an existing rating scheme for joint engagement and child responsiveness. Multilevel models revealed significant group differences on select constructs within the first 2 years. Language and cognitive differences emerged by 24 months of age, whereas dyadic differences were evident as early as 15 months. Recognizing the increasing demand for elevated-risk interventions, these findings highlight several social constructs through which interventions may identify risk and promote optimal development. Autism Res 2019, 12: 469-481 (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In families raising children with an autism spectrum disorder (ASD), younger siblings are at an increased risk for social and developmental difficulties that characterize a "broader autism phenotype." The present study explored the emergence of social, language, and cognitive differences in the first 2 years of life. Social differences were evident as early as 15 months of age for several play-based measures, and language and cognitive differences emerged by 24 months of age. For infant siblings of children with ASD, some of the earliest behavioral marks for subclinical features of ASD are evident within the first 2 years of life. En ligne : http://dx.doi.org/10.1002/aur.2062 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387