Growth Trajectories of Joint Attention and Play as Predictors for Language in Young Children at Elevated Likelihood for Autism / Floor MOERMAN in Journal of Autism and Developmental Disorders, 56-5 (May 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-5 (May 2026) . - p.1747-1762 Titre : Growth Trajectories of Joint Attention and Play as Predictors for Language in Young Children at Elevated Likelihood for Autism Type de document : texte imprimé Auteurs : Floor MOERMAN, Auteur ; Hanna VAN DE VYVER, Auteur ; Petra WARREYN, Auteur ; Maide ERDOGAN, Auteur ; Ilse NOENS, Auteur ; Maithri SIVARAMAN, Auteur ; Fieke VLAEMINCK, Auteur ; Steven WALLAERT, Auteur ; Herbert ROEYERS, Auteur ; Tiara TEAM, Auteur Article en page(s) : p.1747-1762 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This longitudinal study investigated the predictive value of initial level and growth rate of joint attention and play from 10 to 24 months for language abilities of 24-month-old toddlers at elevated likelihood (EL) for autism. (Semi-)structured assessments were used to measure all variables at different timepoints prospectively in younger siblings of children with autism (siblings, n = 48) and children born before 30 gestational weeks (preterms, n = 49). A positive association was found between initial level of play at 10 months and expressive language at 24 months in siblings, but not in preterms. We did not find an association between initial level of play and receptive language. Growth rate of play and initial level and growth rate of joint attention were not related to language abilities in siblings and preterms. Our results indicate that play and expressive language are interrelated, and early play behaviour may contribute to later language. As this association was absent in preterms, they may follow qualitatively different developmental processes. Moreover, future research including different EL-groups is needed to clarify these differential associations. In contrast to previous studies, no association between early joint attention and later language was found. These inconsistent findings warrant further exploration and highlight the importance of exploring alternative aspects of early development, for instance non-social factors, to expand our understanding of language acquisition. En ligne : https://doi.org/10.1007/s10803-024-06685-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587 [article] Growth Trajectories of Joint Attention and Play as Predictors for Language in Young Children at Elevated Likelihood for Autism [texte imprimé] / Floor MOERMAN, Auteur ; Hanna VAN DE VYVER, Auteur ; Petra WARREYN, Auteur ; Maide ERDOGAN, Auteur ; Ilse NOENS, Auteur ; Maithri SIVARAMAN, Auteur ; Fieke VLAEMINCK, Auteur ; Steven WALLAERT, Auteur ; Herbert ROEYERS, Auteur ; Tiara TEAM, Auteur . - p.1747-1762. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-5 (May 2026) . - p.1747-1762 Index. décimale : PER Périodiques Résumé : This longitudinal study investigated the predictive value of initial level and growth rate of joint attention and play from 10 to 24 months for language abilities of 24-month-old toddlers at elevated likelihood (EL) for autism. (Semi-)structured assessments were used to measure all variables at different timepoints prospectively in younger siblings of children with autism (siblings, n = 48) and children born before 30 gestational weeks (preterms, n = 49). A positive association was found between initial level of play at 10 months and expressive language at 24 months in siblings, but not in preterms. We did not find an association between initial level of play and receptive language. Growth rate of play and initial level and growth rate of joint attention were not related to language abilities in siblings and preterms. Our results indicate that play and expressive language are interrelated, and early play behaviour may contribute to later language. As this association was absent in preterms, they may follow qualitatively different developmental processes. Moreover, future research including different EL-groups is needed to clarify these differential associations. In contrast to previous studies, no association between early joint attention and later language was found. These inconsistent findings warrant further exploration and highlight the importance of exploring alternative aspects of early development, for instance non-social factors, to expand our understanding of language acquisition. En ligne : https://doi.org/10.1007/s10803-024-06685-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587

Social referencing skills in children with autism spectrum disorder: A systematic review / Maithri SIVARAMAN in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101528 Titre : Social referencing skills in children with autism spectrum disorder: A systematic review Type de document : texte imprimé Auteurs : Maithri SIVARAMAN, Auteur ; Javier VIRUES-ORTEGA, Auteur ; Herbert ROEYERS, Auteur Article en page(s) : p.101528 Langues : Anglais (eng) Mots-clés : Social referencing  Autism  Joint attention  Referential looking Index. décimale : PER Périodiques Résumé : Background Children with autism spectrum disorder (ASD) often exhibit severe and persistent deficits in social behaviors. An area of socialization that develops towards the end of the first year of life is social referencing, wherein infants when confronted with a new or unusual event, look at an adult, and base their subsequent behavior on the facial expression of the adult. Method We undertook a systematic review to highlight the existing conceptualizations of social referencing, and study the social referencing repertoire in children with ASD. We searched five databases for studies published until December 2018. Articles included reported behavioral measures of social referencing and were specific to individuals with ASD or those at elevated risk for ASD. Results Of the 54 articles meeting eligibility for full-text review, eight met inclusion criteria and the data were synthesized narratively. Deficits in social referencing were reported in seven studies, and data from all studies indicated atypical attention shifts between social and non-social stimuli in children with ASD. Conclusions A deficiency exists in spontaneous looking behaviors and possibly in differential responding to affective cues among children with ASD. The variations in the definitions and measurement methods present in the literature call for additional research that examines both referential looking and differential cue responding components within an ambiguous context. Guidelines for future research and clinical implications are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101528 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 [article] Social referencing skills in children with autism spectrum disorder: A systematic review [texte imprimé] / Maithri SIVARAMAN, Auteur ; Javier VIRUES-ORTEGA, Auteur ; Herbert ROEYERS, Auteur . - p.101528. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101528 Mots-clés : Social referencing  Autism  Joint attention  Referential looking Index. décimale : PER Périodiques Résumé : Background Children with autism spectrum disorder (ASD) often exhibit severe and persistent deficits in social behaviors. An area of socialization that develops towards the end of the first year of life is social referencing, wherein infants when confronted with a new or unusual event, look at an adult, and base their subsequent behavior on the facial expression of the adult. Method We undertook a systematic review to highlight the existing conceptualizations of social referencing, and study the social referencing repertoire in children with ASD. We searched five databases for studies published until December 2018. Articles included reported behavioral measures of social referencing and were specific to individuals with ASD or those at elevated risk for ASD. Results Of the 54 articles meeting eligibility for full-text review, eight met inclusion criteria and the data were synthesized narratively. Deficits in social referencing were reported in seven studies, and data from all studies indicated atypical attention shifts between social and non-social stimuli in children with ASD. Conclusions A deficiency exists in spontaneous looking behaviors and possibly in differential responding to affective cues among children with ASD. The variations in the definitions and measurement methods present in the literature call for additional research that examines both referential looking and differential cue responding components within an ambiguous context. Guidelines for future research and clinical implications are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101528 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421

Using common interests to increase socialization between children with autism and their peers / Maithri SIVARAMAN in Research in Autism Spectrum Disorders, 51 (July 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 51 (July 2018) . - p.1-8 Titre : Using common interests to increase socialization between children with autism and their peers Type de document : texte imprimé Auteurs : Maithri SIVARAMAN, Auteur ; Tara A. FAHMIE, Auteur Article en page(s) : p.1-8 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Preference  Social initiations  Social engagement Index. décimale : PER Périodiques Résumé : Background The social deficits associated with autism spectrum disorder (ASD) are considered important targets for intervention due to their influence on long-term outcomes. In the present study, we assessed whether identifying and incorporating common interests of children with ASD and their typically developing peers would result in increases in social engagement and initiations. Method Three children diagnosed with ASD were paired with three typically developing peers for the study. A separate multiple stimulus without replacement (MSWO) preference assessment was conducted for the child with ASD and the peer during the treatment to match interests. Data were collected on social engagement and initiations. A concurrent multiple probe design across participants was used to evaluate the effectiveness of the treatment. Results Results showed that the intervention produced rapid increases in social engagement and initiations for all participants, without any direct social skill training. These results were also maintained during the follow-up session. Two out of the three participants showed generalization of skills to the natural environment wherein common interests were not incorporated. Conclusions Our findings suggest that environmental manipulations in the form of incorporating choices of stimuli can increase socialization and generalization of skills. The treatment was effective at increasing social engagement without any intensive prompting for the participants of the study. En ligne : https://doi.org/10.1016/j.rasd.2018.03.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362 [article] Using common interests to increase socialization between children with autism and their peers [texte imprimé] / Maithri SIVARAMAN, Auteur ; Tara A. FAHMIE, Auteur . - p.1-8. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 51 (July 2018) . - p.1-8 Mots-clés : Autism spectrum disorders  Preference  Social initiations  Social engagement Index. décimale : PER Périodiques Résumé : Background The social deficits associated with autism spectrum disorder (ASD) are considered important targets for intervention due to their influence on long-term outcomes. In the present study, we assessed whether identifying and incorporating common interests of children with ASD and their typically developing peers would result in increases in social engagement and initiations. Method Three children diagnosed with ASD were paired with three typically developing peers for the study. A separate multiple stimulus without replacement (MSWO) preference assessment was conducted for the child with ASD and the peer during the treatment to match interests. Data were collected on social engagement and initiations. A concurrent multiple probe design across participants was used to evaluate the effectiveness of the treatment. Results Results showed that the intervention produced rapid increases in social engagement and initiations for all participants, without any direct social skill training. These results were also maintained during the follow-up session. Two out of the three participants showed generalization of skills to the natural environment wherein common interests were not incorporated. Conclusions Our findings suggest that environmental manipulations in the form of incorporating choices of stimuli can increase socialization and generalization of skills. The treatment was effective at increasing social engagement without any intensive prompting for the participants of the study. En ligne : https://doi.org/10.1016/j.rasd.2018.03.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362

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