Conversational topic maintenance and related cognitive abilities in autistic versus neurotypical children / Kirsten ABBOT-SMITH in Autism, 29-3 (March 2025)  

Public ISBD [article]  inAutism > 29-3 (March 2025) . - p.684-697 Titre : Conversational topic maintenance and related cognitive abilities in autistic versus neurotypical children Type de document : Texte imprimé et/ou numérique Auteurs : Kirsten ABBOT-SMITH, Auteur ; Danielle MATTHEWS, Auteur ; Colin BANNARD, Auteur ; Joshua NICE, Auteur ; Louise MALKIN, Auteur ; David WILLIAMS, Auteur ; William HOBSON, Auteur Article en page(s) : p.684-697 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Keeping a conversation going is the social glue of friendships. The DSM criteria for autism list difficulties with back-and-forth conversation but does not necessitate that all autistic children will be equally impacted. We carried out three studies (two ... En ligne : https://dx.doi.org/10.1177/13623613241286610 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Conversational topic maintenance and related cognitive abilities in autistic versus neurotypical children [Texte imprimé et/ou numérique] / Kirsten ABBOT-SMITH, Auteur ; Danielle MATTHEWS, Auteur ; Colin BANNARD, Auteur ; Joshua NICE, Auteur ; Louise MALKIN, Auteur ; David WILLIAMS, Auteur ; William HOBSON, Auteur . - p.684-697. Langues : Anglais (eng) in Autism > 29-3 (March 2025) . - p.684-697 Index. décimale : PER Périodiques Résumé : Keeping a conversation going is the social glue of friendships. The DSM criteria for autism list difficulties with back-and-forth conversation but does not necessitate that all autistic children will be equally impacted. We carried out three studies (two ... En ligne : https://dx.doi.org/10.1177/13623613241286610 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

A randomised controlled trial to test the effect of promoting caregiver contingent talk on language development in infants from diverse socioeconomic status backgrounds / Michelle MCGILLION in Journal of Child Psychology and Psychiatry, 58-10 (October 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1122-1131 Titre : A randomised controlled trial to test the effect of promoting caregiver contingent talk on language development in infants from diverse socioeconomic status backgrounds Type de document : Texte imprimé et/ou numérique Auteurs : Michelle MCGILLION, Auteur ; Julian M. PINE, Auteur ; Jane S. HERBERT, Auteur ; Danielle MATTHEWS, Auteur Article en page(s) : p.1122-1131 Langues : Anglais (eng) Mots-clés : Infancy  language  vocabulary  parenting  socioeconomic status  intervention Index. décimale : PER Périodiques Résumé : Background Early language skills are critical for later academic success. Lower socioeconomic status (SES) children tend to start school with limited language skills compared to advantaged peers. We test the hypothesis that this is due in part to differences in caregiver contingent talk during infancy (how often the caregiver talks about what is in the focus of the infant's attention). Methods In a randomised controlled trial with high and low SES families, 142 11-month olds and their caregivers were randomly allocated to either a contingent talk intervention or a dental health control. Families in the language intervention watched a video about contingent talk and were asked to practise it for 15 min a day for a month. Caregiver communication was assessed at baseline and after 1 month. Infant communication was assessed at baseline, 12, 15, 18 and 24 months. Results At baseline, social gradients were observed in caregiver contingent talk to their 11-month olds (but not in infant communication). At posttest, when infants were 12 months old, caregivers across the SES spectrum who had been allocated to the language intervention group engaged in significantly more contingent talk. Lower SES caregivers in this intervention group also reported that their children produced significantly more words at 15 and 18 months. Effects of the intervention did not persist at 24 months. Instead expressive vocabulary at this age was best predicted by baseline infant communication, baseline contingent talk and SES. Conclusions A social gradient in children's communication emerges during the second year of life. A low-intensity intervention demonstrated that it is possible to increase caregiver contingent talk and that this is effective in promoting vocabulary growth for lower SES infants in the short term. However, these effects are not long-lasting, suggesting that follow-up interventions may be necessary to yield benefits lasting to school entry. En ligne : http://dx.doi.org/10.1111/jcpp.12725 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 [article] A randomised controlled trial to test the effect of promoting caregiver contingent talk on language development in infants from diverse socioeconomic status backgrounds [Texte imprimé et/ou numérique] / Michelle MCGILLION, Auteur ; Julian M. PINE, Auteur ; Jane S. HERBERT, Auteur ; Danielle MATTHEWS, Auteur . - p.1122-1131. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1122-1131 Mots-clés : Infancy  language  vocabulary  parenting  socioeconomic status  intervention Index. décimale : PER Périodiques Résumé : Background Early language skills are critical for later academic success. Lower socioeconomic status (SES) children tend to start school with limited language skills compared to advantaged peers. We test the hypothesis that this is due in part to differences in caregiver contingent talk during infancy (how often the caregiver talks about what is in the focus of the infant's attention). Methods In a randomised controlled trial with high and low SES families, 142 11-month olds and their caregivers were randomly allocated to either a contingent talk intervention or a dental health control. Families in the language intervention watched a video about contingent talk and were asked to practise it for 15 min a day for a month. Caregiver communication was assessed at baseline and after 1 month. Infant communication was assessed at baseline, 12, 15, 18 and 24 months. Results At baseline, social gradients were observed in caregiver contingent talk to their 11-month olds (but not in infant communication). At posttest, when infants were 12 months old, caregivers across the SES spectrum who had been allocated to the language intervention group engaged in significantly more contingent talk. Lower SES caregivers in this intervention group also reported that their children produced significantly more words at 15 and 18 months. Effects of the intervention did not persist at 24 months. Instead expressive vocabulary at this age was best predicted by baseline infant communication, baseline contingent talk and SES. Conclusions A social gradient in children's communication emerges during the second year of life. A low-intensity intervention demonstrated that it is possible to increase caregiver contingent talk and that this is effective in promoting vocabulary growth for lower SES infants in the short term. However, these effects are not long-lasting, suggesting that follow-up interventions may be necessary to yield benefits lasting to school entry. En ligne : http://dx.doi.org/10.1111/jcpp.12725 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321

‘What’s new for you?’: Interlocutor-specific perspective-taking and language interpretation in autistic and neuro-typical children / Kirsten ABBOT-SMITH in Research in Autism Spectrum Disorders, 70 (February 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 70 (February 2020) . - p.101465 Titre : ‘What’s new for you?’: Interlocutor-specific perspective-taking and language interpretation in autistic and neuro-typical children Type de document : Texte imprimé et/ou numérique Auteurs : Kirsten ABBOT-SMITH, Auteur ; David WILLIAMS, Auteur ; Danielle MATTHEWS, Auteur Article en page(s) : p.101465 Langues : Anglais (eng) Mots-clés : Children  Pragmatics  Referential communication  Perspective-taking  Interlocutor  Reference  Mentalising  Affect Index. décimale : PER Périodiques Résumé : Background Studies have found that children with Autism Spectrum Disorder (ASD) are more likely to make errors in appropriately producing referring expressions (‘the dog’ vs. ‘the black dog’) than are controls but comprehend them with equal facility. We tested whether this anomaly arises because comprehension studies have focused on manipulating perspective-taking at a ‘generic speaker’ level. Method We compared 24 autistic eight- to eleven-year-old with 24 well-matched neuro-typical controls. Children interpreted requests (e.g. ‘Can I have that ball?’) in contexts which would be ambiguous (i.e. because the child can see two balls) if perspective-taking were not utilized. In the interlocutor-specific perspective-taking condition, the target was the particular object which was new for the speaker. Children needed to take into account what the speaker had played with before and the fact that they were now expressing excitement about something new. In two control ‘speaker-generic’ conditions we tested children’s ability to take the visual perspective of the speaker (where any speaker who stood behind a particular barrier would have the same perspective). Results The autistic group were significantly less likely to select the target and significantly more likely to request clarification in the ‘interlocutor-specific’ condition. Performance in the ‘interlocutor-generic’ (visual) perspective taking conditions did not differ between groups. Conclusion Autistic children, even those who are not intellectually-impaired, tend to have more difficulty than neuro-typical peers in comprehending referring expressions when this requires understanding that people comment on what is new for them. En ligne : https://doi.org/10.1016/j.rasd.2019.101465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] ‘What’s new for you?’: Interlocutor-specific perspective-taking and language interpretation in autistic and neuro-typical children [Texte imprimé et/ou numérique] / Kirsten ABBOT-SMITH, Auteur ; David WILLIAMS, Auteur ; Danielle MATTHEWS, Auteur . - p.101465. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 70 (February 2020) . - p.101465 Mots-clés : Children  Pragmatics  Referential communication  Perspective-taking  Interlocutor  Reference  Mentalising  Affect Index. décimale : PER Périodiques Résumé : Background Studies have found that children with Autism Spectrum Disorder (ASD) are more likely to make errors in appropriately producing referring expressions (‘the dog’ vs. ‘the black dog’) than are controls but comprehend them with equal facility. We tested whether this anomaly arises because comprehension studies have focused on manipulating perspective-taking at a ‘generic speaker’ level. Method We compared 24 autistic eight- to eleven-year-old with 24 well-matched neuro-typical controls. Children interpreted requests (e.g. ‘Can I have that ball?’) in contexts which would be ambiguous (i.e. because the child can see two balls) if perspective-taking were not utilized. In the interlocutor-specific perspective-taking condition, the target was the particular object which was new for the speaker. Children needed to take into account what the speaker had played with before and the fact that they were now expressing excitement about something new. In two control ‘speaker-generic’ conditions we tested children’s ability to take the visual perspective of the speaker (where any speaker who stood behind a particular barrier would have the same perspective). Results The autistic group were significantly less likely to select the target and significantly more likely to request clarification in the ‘interlocutor-specific’ condition. Performance in the ‘interlocutor-generic’ (visual) perspective taking conditions did not differ between groups. Conclusion Autistic children, even those who are not intellectually-impaired, tend to have more difficulty than neuro-typical peers in comprehending referring expressions when this requires understanding that people comment on what is new for them. En ligne : https://doi.org/10.1016/j.rasd.2019.101465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

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