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Parental responsiveness during musical and non-musical engagement in preschoolers with ASD / Olivia BOOROM in Research in Autism Spectrum Disorders, 78 (October 2020)
[article]
Titre : Parental responsiveness during musical and non-musical engagement in preschoolers with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Olivia BOOROM, Auteur ; Valerie MUÑOZ, Auteur ; Rongyu XIN, Auteur ; Meredith WATSON, Auteur ; Miriam D. LENSE, Auteur Article en page(s) : 101641 Langues : Anglais (eng) Mots-clés : ASD Music Parental responsiveness Parent-Child interaction Index. décimale : PER Périodiques Résumé : Background Parent-child play interactions offer an important avenue for supporting social development in children with autism spectrum disorder (ASD). Musical play is a natural and ubiquitous form of parent-child play. As a familiar, reinforcing, and predictable activity, musical play may support parent-child interactions by scaffolding children’s attention to the play activities, while also providing parents with a familiar and accessible context to promote parental responsiveness. However, musical play may also impede interactions due to its sensory and repetitive components. Method 12 parent-child dyads of preschoolers with ASD were video-recorded during a ten-minute play session that included musical and non-musical toys. Interactions were coded for parent and child musical engagement, as well as parental responsiveness. Results Parent-child dyads varied in their amount of musical engagement during play, which was not related to children’s language level. Overall, parents showed similar levels of responsiveness to children’s play across musical and non-musical activities, but type of parental responsiveness differed depending on the play context. Parents provided significantly more physical play responses and significantly fewer verbal responses during musical vs. non-musical engagement with their child. Conclusions There are substantial individual differences in children with ASD’s musical engagement during a parent-child free play. Children’s musical engagement impacted type of parental responsiveness, which may relate to the familiarity, accessibility, and sensory nature of musical play/toys. Results suggest that musical play/toys can both support and hinder different types of parental responsiveness with implications for incorporation of musical activities into interventions. En ligne : https://doi.org/10.1016/j.rasd.2020.101641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433
in Research in Autism Spectrum Disorders > 78 (October 2020) . - 101641[article] Parental responsiveness during musical and non-musical engagement in preschoolers with ASD [Texte imprimé et/ou numérique] / Olivia BOOROM, Auteur ; Valerie MUÑOZ, Auteur ; Rongyu XIN, Auteur ; Meredith WATSON, Auteur ; Miriam D. LENSE, Auteur . - 101641.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 78 (October 2020) . - 101641
Mots-clés : ASD Music Parental responsiveness Parent-Child interaction Index. décimale : PER Périodiques Résumé : Background Parent-child play interactions offer an important avenue for supporting social development in children with autism spectrum disorder (ASD). Musical play is a natural and ubiquitous form of parent-child play. As a familiar, reinforcing, and predictable activity, musical play may support parent-child interactions by scaffolding children’s attention to the play activities, while also providing parents with a familiar and accessible context to promote parental responsiveness. However, musical play may also impede interactions due to its sensory and repetitive components. Method 12 parent-child dyads of preschoolers with ASD were video-recorded during a ten-minute play session that included musical and non-musical toys. Interactions were coded for parent and child musical engagement, as well as parental responsiveness. Results Parent-child dyads varied in their amount of musical engagement during play, which was not related to children’s language level. Overall, parents showed similar levels of responsiveness to children’s play across musical and non-musical activities, but type of parental responsiveness differed depending on the play context. Parents provided significantly more physical play responses and significantly fewer verbal responses during musical vs. non-musical engagement with their child. Conclusions There are substantial individual differences in children with ASD’s musical engagement during a parent-child free play. Children’s musical engagement impacted type of parental responsiveness, which may relate to the familiarity, accessibility, and sensory nature of musical play/toys. Results suggest that musical play/toys can both support and hinder different types of parental responsiveness with implications for incorporation of musical activities into interventions. En ligne : https://doi.org/10.1016/j.rasd.2020.101641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 Parents’ Translations of Child Gesture Facilitate Word Learning in Children with Autism, Down Syndrome and Typical Development / Nevena DIMITROVA in Journal of Autism and Developmental Disorders, 46-1 (January 2016)
[article]
Titre : Parents’ Translations of Child Gesture Facilitate Word Learning in Children with Autism, Down Syndrome and Typical Development Type de document : Texte imprimé et/ou numérique Auteurs : Nevena DIMITROVA, Auteur ; ?eyda ÖZÇALI?KAN, Auteur ; Lauren B. ADAMSON, Auteur Année de publication : 2016 Article en page(s) : p.221-231 Langues : Anglais (eng) Mots-clés : Parental responsiveness Child gesture Parental verbal input Autism Down syndrome Language development Index. décimale : PER Périodiques Résumé : Typically-developing (TD) children frequently refer to objects uniquely in gesture. Parents translate these gestures into words, facilitating children’s acquisition of these words (Goldin-Meadow et al. in Dev Sci 10(6):778–785, 2007). We ask whether this pattern holds for children with autism (AU) and with Down syndrome (DS) who show delayed vocabulary development. We observed 23 children with AU, 23 with DS, and 23 TD children with their parents over a year. Children used gestures to indicate objects before labeling them and parents translated their gestures into words. Importantly, children benefited from this input, acquiring more words for the translated gestures than the not translated ones. Results highlight the role contingent parental input to child gesture plays in language development of children with developmental disorders. En ligne : http://dx.doi.org/10.1007/s10803-015-2566-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278
in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.221-231[article] Parents’ Translations of Child Gesture Facilitate Word Learning in Children with Autism, Down Syndrome and Typical Development [Texte imprimé et/ou numérique] / Nevena DIMITROVA, Auteur ; ?eyda ÖZÇALI?KAN, Auteur ; Lauren B. ADAMSON, Auteur . - 2016 . - p.221-231.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.221-231
Mots-clés : Parental responsiveness Child gesture Parental verbal input Autism Down syndrome Language development Index. décimale : PER Périodiques Résumé : Typically-developing (TD) children frequently refer to objects uniquely in gesture. Parents translate these gestures into words, facilitating children’s acquisition of these words (Goldin-Meadow et al. in Dev Sci 10(6):778–785, 2007). We ask whether this pattern holds for children with autism (AU) and with Down syndrome (DS) who show delayed vocabulary development. We observed 23 children with AU, 23 with DS, and 23 TD children with their parents over a year. Children used gestures to indicate objects before labeling them and parents translated their gestures into words. Importantly, children benefited from this input, acquiring more words for the translated gestures than the not translated ones. Results highlight the role contingent parental input to child gesture plays in language development of children with developmental disorders. En ligne : http://dx.doi.org/10.1007/s10803-015-2566-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278