Differential responses to child communicative behavior of parents of toddlers with ASD / Adrienne DE FROY in Autism & Developmental Language Impairments, 6 (January-December 2021)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 6 (January-December 2021) . - 2396941520984892 Titre : Differential responses to child communicative behavior of parents of toddlers with ASD Type de document : texte imprimé Auteurs : Adrienne DE FROY, Auteur ; Megan E. SIMS, Auteur ; Benjamin M SLOAN, Auteur ; Sebastian A GAJARDO, Auteur ; Pamela Rosenthal ROLLINS, Auteur Article en page(s) : 2396941520984892 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  parental interactional style  parent responsiveness Index. décimale : PER Périodiques Résumé : Background and aimsThe quality of parent verbal input—diverse vocabulary that is well-matched to the child’s developmental level within interactions that are responsive to their interests—has been found to positively impact child language skills. For typically developing (TD) children, there is evidence that more advanced linguistic and social development differentially elicits higher quality parent input, suggesting a bidirectional relationship between parent and child. The purpose of this study was to evaluate if toddlers with ASD also differentially elicit parental verbal input by (1) analyzing the quality of parent input to the communicative behavior of their toddlers with ASD, (2) examining if parents respond differentially to more advanced toddler communicative behavior, as measured by the coordination of multiple communicative behaviors, and (3) exploring the relationship between parental responsiveness to child communicative behaviors and change in child communication and social skills.MethodsParticipants were 77 toddlers with ASD age 18-39 months and a parent who participated in a larger RCT. Ten-minute parent–toddler interactions were recorded prior to a 12-week intervention. Parent response to child communicative behaviors was coded following each child communicative behavior as no acknowledgment, responsive, directive, or nonverbal acknowledgment. Parent number of different words and difference between parent and child MLU in words were calculated separately for responsive and directive parent utterances. Child growth in language and social skills was measured using the Vineland II Communication and Socialization domain scores, respectively.Results(1) Parents were largely responsive to their toddler’s communication. When being responsive (as opposed to directive), parents used a greater number of different words within utterances that were well-matched to child language; (2) when toddlers coordinated communicative behaviors (versus producing an isolated communicative behavior), parents were more likely to respond and their replies were more likely to be responsive; and (3) parent responsiveness to child coordinated communication was significantly correlated with change in Vineland II Socialization but not Communication. A unique role of gaze coordinated child communication in eliciting responsive parental behaviors and improving growth in child social skills emerged.ConclusionsOur results support a bidirectional process between responsive parent verbal input and the social development of toddlers with ASD, with less sophisticated child communicative behaviors eliciting lower quality parent input.Implications: Our findings highlight the critical role of early parent-mediated intervention for children with ASD generally, and to enhance eye gaze through parent responsivity more specifically. En ligne : http://dx.doi.org/10.1177/2396941520984892 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] Differential responses to child communicative behavior of parents of toddlers with ASD [texte imprimé] / Adrienne DE FROY, Auteur ; Megan E. SIMS, Auteur ; Benjamin M SLOAN, Auteur ; Sebastian A GAJARDO, Auteur ; Pamela Rosenthal ROLLINS, Auteur . - 2396941520984892. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 2396941520984892 Mots-clés : Autism spectrum disorder  parental interactional style  parent responsiveness Index. décimale : PER Périodiques Résumé : Background and aimsThe quality of parent verbal input—diverse vocabulary that is well-matched to the child’s developmental level within interactions that are responsive to their interests—has been found to positively impact child language skills. For typically developing (TD) children, there is evidence that more advanced linguistic and social development differentially elicits higher quality parent input, suggesting a bidirectional relationship between parent and child. The purpose of this study was to evaluate if toddlers with ASD also differentially elicit parental verbal input by (1) analyzing the quality of parent input to the communicative behavior of their toddlers with ASD, (2) examining if parents respond differentially to more advanced toddler communicative behavior, as measured by the coordination of multiple communicative behaviors, and (3) exploring the relationship between parental responsiveness to child communicative behaviors and change in child communication and social skills.MethodsParticipants were 77 toddlers with ASD age 18-39 months and a parent who participated in a larger RCT. Ten-minute parent–toddler interactions were recorded prior to a 12-week intervention. Parent response to child communicative behaviors was coded following each child communicative behavior as no acknowledgment, responsive, directive, or nonverbal acknowledgment. Parent number of different words and difference between parent and child MLU in words were calculated separately for responsive and directive parent utterances. Child growth in language and social skills was measured using the Vineland II Communication and Socialization domain scores, respectively.Results(1) Parents were largely responsive to their toddler’s communication. When being responsive (as opposed to directive), parents used a greater number of different words within utterances that were well-matched to child language; (2) when toddlers coordinated communicative behaviors (versus producing an isolated communicative behavior), parents were more likely to respond and their replies were more likely to be responsive; and (3) parent responsiveness to child coordinated communication was significantly correlated with change in Vineland II Socialization but not Communication. A unique role of gaze coordinated child communication in eliciting responsive parental behaviors and improving growth in child social skills emerged.ConclusionsOur results support a bidirectional process between responsive parent verbal input and the social development of toddlers with ASD, with less sophisticated child communicative behaviors eliciting lower quality parent input.Implications: Our findings highlight the critical role of early parent-mediated intervention for children with ASD generally, and to enhance eye gaze through parent responsivity more specifically. En ligne : http://dx.doi.org/10.1177/2396941520984892 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459

Mutual Gaze: An Active Ingredient for Social Development in Toddlers with ASD: A Randomized Control Trial / Pamela Rosenthal ROLLINS in Journal of Autism and Developmental Disorders, 51-6 (June 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.1921-1938 Titre : Mutual Gaze: An Active Ingredient for Social Development in Toddlers with ASD: A Randomized Control Trial Type de document : texte imprimé Auteurs : Pamela Rosenthal ROLLINS, Auteur ; Adrienne DE FROY, Auteur ; Michelle CAMPBELL, Auteur ; Renee Thibodeau HOFFMAN, Auteur Article en page(s) : p.1921-1938 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/psychology  Child Development/physiology  Child, Preschool  Communication  Early Intervention, Educational/methods  Education, Special/methods  Female  Fixation, Ocular  Humans  Male  Social Interaction  ASD intervention  Autism spectrum disorder  Mutual gaze  Social development  Board’s (THECB) Autism Grant Program and has received speaker honorariums for  several speaking engagements. De Froy’s research assistantship is supported by THECB  Autism Grant (Rollins, PI). Renee Hoffman and Michelle Campbell are owners of  Pathways Early Autism Intervention, LLC and authors of the Pathways Parent Training  Program(®). Pathways Early Autism Intervention, LLC receives compensation from Part  C Early Intervention agencies for training personnel in the implementation of the  Pathways Parent Training Program(®) and for the Parent Training Program(®) Manuals  which are provided to participating families in Part C programs. In addition, they  receive compensation from THECB Autism Grant (Rollins, PI) for consultation and for  Pathways(®) Early Autism Intervention Parent Training Manuals (version 1), provided  to participating families in the study. Index. décimale : PER Périodiques Résumé : We examined the efficacy of an early autism intervention for use in early childhood intervention (ECI) and mutual gaze as a contributor to social development. Seventy-eight families were randomly assigned to one of three 12-week interventions: Pathways (with a mutual gaze component), communication, or services-as-usual (SAU). The Pathways/SAU comparison concerned the efficacy of Pathways for ECI, and the Pathways/communication comparison, mutual gaze. The Pathways group made significantly more change on social measures, communicative synchrony, and adaptive functioning compared with the SAU group and on social measures compared with the communication group. There were no group differences for communicative acts. The results support Pathways as a potential ECI program and mutual gaze as an active ingredient for social and communication development. En ligne : http://dx.doi.org/10.1007/s10803-020-04672-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Mutual Gaze: An Active Ingredient for Social Development in Toddlers with ASD: A Randomized Control Trial [texte imprimé] / Pamela Rosenthal ROLLINS, Auteur ; Adrienne DE FROY, Auteur ; Michelle CAMPBELL, Auteur ; Renee Thibodeau HOFFMAN, Auteur . - p.1921-1938. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.1921-1938 Mots-clés : Autism Spectrum Disorder/psychology  Child Development/physiology  Child, Preschool  Communication  Early Intervention, Educational/methods  Education, Special/methods  Female  Fixation, Ocular  Humans  Male  Social Interaction  ASD intervention  Autism spectrum disorder  Mutual gaze  Social development  Board’s (THECB) Autism Grant Program and has received speaker honorariums for  several speaking engagements. De Froy’s research assistantship is supported by THECB  Autism Grant (Rollins, PI). Renee Hoffman and Michelle Campbell are owners of  Pathways Early Autism Intervention, LLC and authors of the Pathways Parent Training  Program(®). Pathways Early Autism Intervention, LLC receives compensation from Part  C Early Intervention agencies for training personnel in the implementation of the  Pathways Parent Training Program(®) and for the Parent Training Program(®) Manuals  which are provided to participating families in Part C programs. In addition, they  receive compensation from THECB Autism Grant (Rollins, PI) for consultation and for  Pathways(®) Early Autism Intervention Parent Training Manuals (version 1), provided  to participating families in the study. Index. décimale : PER Périodiques Résumé : We examined the efficacy of an early autism intervention for use in early childhood intervention (ECI) and mutual gaze as a contributor to social development. Seventy-eight families were randomly assigned to one of three 12-week interventions: Pathways (with a mutual gaze component), communication, or services-as-usual (SAU). The Pathways/SAU comparison concerned the efficacy of Pathways for ECI, and the Pathways/communication comparison, mutual gaze. The Pathways group made significantly more change on social measures, communicative synchrony, and adaptive functioning compared with the SAU group and on social measures compared with the communication group. There were no group differences for communicative acts. The results support Pathways as a potential ECI program and mutual gaze as an active ingredient for social and communication development. En ligne : http://dx.doi.org/10.1007/s10803-020-04672-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Pathways Early ASD Intervention as a Moderator of Parenting Stress on Parenting Behaviors: A Randomized Control Trial / Pamela Rosenthal ROLLINS in Journal of Autism and Developmental Disorders, 49-10 (October 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4280-4293 Titre : Pathways Early ASD Intervention as a Moderator of Parenting Stress on Parenting Behaviors: A Randomized Control Trial Type de document : texte imprimé Auteurs : Pamela Rosenthal ROLLINS, Auteur ; Sereena JOHN, Auteur ; Alexandria JONES, Auteur ; Adrienne DE FROY, Auteur Article en page(s) : p.4280-4293 Langues : Anglais (eng) Mots-clés : ASD intervention  Autism Spectrum Disorder  Parental responsivity  Parenting stress Index. décimale : PER Périodiques Résumé : We examined the relationship between initial parenting stress and change in parental responsivity for 56 culturally and socioeconomically diverse families in a 12 week randomized control trial of Pathways Early ASD Intervention. Families were randomized into the Pathways (n = 32) or treatment-as-usual (TAU n = 24) group. Overall, Pathways parents experienced decreased stress, while TAU parents experienced an increase. The relationship between initial parental stress and change in parent responsivity was moderated by group membership. Pathways parents became more responsive but responsivity was not influenced by initial parental stress. In contrast, responsivity was negatively affected by initial parenting stress in the TAU group. Results are discussed in terms of components of a parent-mediated ASD intervention that may reduce parental stress. En ligne : http://dx.doi.org/10.1007/s10803-019-04144-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 [article] Pathways Early ASD Intervention as a Moderator of Parenting Stress on Parenting Behaviors: A Randomized Control Trial [texte imprimé] / Pamela Rosenthal ROLLINS, Auteur ; Sereena JOHN, Auteur ; Alexandria JONES, Auteur ; Adrienne DE FROY, Auteur . - p.4280-4293. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4280-4293 Mots-clés : ASD intervention  Autism Spectrum Disorder  Parental responsivity  Parenting stress Index. décimale : PER Périodiques Résumé : We examined the relationship between initial parenting stress and change in parental responsivity for 56 culturally and socioeconomically diverse families in a 12 week randomized control trial of Pathways Early ASD Intervention. Families were randomized into the Pathways (n = 32) or treatment-as-usual (TAU n = 24) group. Overall, Pathways parents experienced decreased stress, while TAU parents experienced an increase. The relationship between initial parental stress and change in parent responsivity was moderated by group membership. Pathways parents became more responsive but responsivity was not influenced by initial parental stress. In contrast, responsivity was negatively affected by initial parenting stress in the TAU group. Results are discussed in terms of components of a parent-mediated ASD intervention that may reduce parental stress. En ligne : http://dx.doi.org/10.1007/s10803-019-04144-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407

Reexamining Pathways Early Autism Intervention in Children Before and After the Third Birthday: A Randomized Control Trial / Pamela Rosenthal ROLLINS in Journal of Autism and Developmental Disorders, 53-3 (March 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1189-1201 Titre : Reexamining Pathways Early Autism Intervention in Children Before and After the Third Birthday: A Randomized Control Trial Type de document : texte imprimé Auteurs : Pamela Rosenthal ROLLINS, Auteur ; Adrienne DE FROY, Auteur Article en page(s) : p.1189-1201 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We reexamined the efficacy of Pathways early autism intervention using generalized measures of social communication and language skills administered by an unfamiliar adult in a novel environment. Generalized measures improve on sources of measurement bias. Sixty-seven autistic children blocked on age (under versus over 3 years) were randomly assigned to 15 weeks of Pathways or services-as-usual. Age moderated the effects of Pathways for social communication. Specifically, Pathways had a significantly large effect for children under 3 and a small effect that approached significance for children over 3. Pathways also had a small effect on expressive speech/language skills. Results replicate previous findings of the efficacy of Pathways on proximal and distal skills and support the importance of early intervention. En ligne : https://doi.org/10.1007/s10803-022-05599-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Reexamining Pathways Early Autism Intervention in Children Before and After the Third Birthday: A Randomized Control Trial [texte imprimé] / Pamela Rosenthal ROLLINS, Auteur ; Adrienne DE FROY, Auteur . - p.1189-1201. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1189-1201 Index. décimale : PER Périodiques Résumé : We reexamined the efficacy of Pathways early autism intervention using generalized measures of social communication and language skills administered by an unfamiliar adult in a novel environment. Generalized measures improve on sources of measurement bias. Sixty-seven autistic children blocked on age (under versus over 3 years) were randomly assigned to 15 weeks of Pathways or services-as-usual. Age moderated the effects of Pathways for social communication. Specifically, Pathways had a significantly large effect for children under 3 and a small effect that approached significance for children over 3. Pathways also had a small effect on expressive speech/language skills. Results replicate previous findings of the efficacy of Pathways on proximal and distal skills and support the importance of early intervention. En ligne : https://doi.org/10.1007/s10803-022-05599-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

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