Caregiver Perceptions of Social Communicationand Interaction: Development and Validation of the SCIPS / Maryellen Brunson MCCLAIN ; Megan E. GOLSON ; Cassity R. HAVERKAMP ; Bryn HARRIS ; Erica FICKLIN ; Sarah E. SCHWARTZ ; Camille J. WYNN in Journal of Autism and Developmental Disorders, 55-1 (January 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.1-8 Titre : Caregiver Perceptions of Social Communicationand Interaction: Development and Validation of the SCIPS : Journal of Autism and Developmental Disorders Type de document : texte imprimé Auteurs : Maryellen Brunson MCCLAIN, Auteur ; Megan E. GOLSON, Auteur ; Cassity R. HAVERKAMP, Auteur ; Bryn HARRIS, Auteur ; Erica FICKLIN, Auteur ; Sarah E. SCHWARTZ, Auteur ; Camille J. WYNN, Auteur Article en page(s) : p.1-8 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Social communication and interaction (SC/I) skill quality may beinfluenced by cultural values, norms, and expectations. Because difficulties in SC/Iis a core criterion for identifying autism and is a frequent construct of interestin autism research, a measure designed to capture cross-cultural differences in theperspectives of SC/I skills is warranted. To address this need we developed andvalidated the Social Communication and Interaction Perceptions Scale (SCIPS), acaregiver report measure for children ages 6-18 years, that measuresboth frequency and perceived importance of various SC/I skills. Results from 401diverse caregiver participants showed that for both domains (i.e., Frequency andImportance) the SCIPS has good reliability (? = 0.88-0.95) and two factors thatexamine basic and advanced aspects of SC/I skills. Findings support the use of theSCIPS as a measure of caregiver perspectives of SC/I skills in clinical and researchcontexts. En ligne : https://doi.org/10.1007/s10803-022-05840-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Caregiver Perceptions of Social Communicationand Interaction: Development and Validation of the SCIPS : Journal of Autism and Developmental Disorders [texte imprimé] / Maryellen Brunson MCCLAIN, Auteur ; Megan E. GOLSON, Auteur ; Cassity R. HAVERKAMP, Auteur ; Bryn HARRIS, Auteur ; Erica FICKLIN, Auteur ; Sarah E. SCHWARTZ, Auteur ; Camille J. WYNN, Auteur . - p.1-8. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.1-8 Index. décimale : PER Périodiques Résumé : Social communication and interaction (SC/I) skill quality may beinfluenced by cultural values, norms, and expectations. Because difficulties in SC/Iis a core criterion for identifying autism and is a frequent construct of interestin autism research, a measure designed to capture cross-cultural differences in theperspectives of SC/I skills is warranted. To address this need we developed andvalidated the Social Communication and Interaction Perceptions Scale (SCIPS), acaregiver report measure for children ages 6-18 years, that measuresboth frequency and perceived importance of various SC/I skills. Results from 401diverse caregiver participants showed that for both domains (i.e., Frequency andImportance) the SCIPS has good reliability (? = 0.88-0.95) and two factors thatexamine basic and advanced aspects of SC/I skills. Findings support the use of theSCIPS as a measure of caregiver perspectives of SC/I skills in clinical and researchcontexts. En ligne : https://doi.org/10.1007/s10803-022-05840-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

Sociodemographic Differences Impact the Perceived Importance of Social Communication and Interaction Behaviors / Camille J. WYNN in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2246-2257 Titre : Sociodemographic Differences Impact the Perceived Importance of Social Communication and Interaction Behaviors Type de document : texte imprimé Auteurs : Camille J. WYNN, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Tyus T. ROANHORSE, Auteur ; Megan E. GOLSON, Auteur ; Bryn HARRIS, Auteur ; Jac’lyn BERA, Auteur ; Rabbiya SHAHID, Auteur Article en page(s) : p.2246-2257 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The evaluation of social communication and interaction (SC/I) behaviors is foundational to the autism identification process. However, this type of evaluation is made difficult by the fact that SC/I is a construct in which perceptions and expectations are largely influenced by norms and attitudes of different sociodemographic groups. While there are many factors that influence differences in SC/I behaviors across sociodemographic groups, one factor that may be especially important is the perceived value of these behaviors. The purpose of this study is to investigate which sociodemographic factors influence the perceived importance of SC/I behaviors among caregivers of children and adolescents. Caregivers (n = 398) living in the United States completed the Social Communication and Interaction Perceptions Scale (SCIPS). Linear mixed-effect models were used to investigate the relationship between the perceived importance of SC/I behaviors and seven sociodemographic factors as well as determine if this relationship was moderated by SC/I behavior type (i.e., foundational vs. advanced behaviors). Several different sociodemographic factors (i.e., caregiver race/ethnicity, caregiver gender, household income, child disability status, child age, child gender) were associated with caregiver ratings of the perceived importance of SC/I behaviors. This relation was, in some instances (i.e., caregiver race/ethnicity, caregiver gender, child disability status), moderated by whether the SC/I behaviors were foundational or advanced. Our findings highlight the importance of considering the values of caregivers regarding perceived SC/I importance during the autism identification process. En ligne : https://doi.org/10.1007/s10803-024-06711-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] Sociodemographic Differences Impact the Perceived Importance of Social Communication and Interaction Behaviors [texte imprimé] / Camille J. WYNN, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Tyus T. ROANHORSE, Auteur ; Megan E. GOLSON, Auteur ; Bryn HARRIS, Auteur ; Jac’lyn BERA, Auteur ; Rabbiya SHAHID, Auteur . - p.2246-2257. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2246-2257 Index. décimale : PER Périodiques Résumé : The evaluation of social communication and interaction (SC/I) behaviors is foundational to the autism identification process. However, this type of evaluation is made difficult by the fact that SC/I is a construct in which perceptions and expectations are largely influenced by norms and attitudes of different sociodemographic groups. While there are many factors that influence differences in SC/I behaviors across sociodemographic groups, one factor that may be especially important is the perceived value of these behaviors. The purpose of this study is to investigate which sociodemographic factors influence the perceived importance of SC/I behaviors among caregivers of children and adolescents. Caregivers (n = 398) living in the United States completed the Social Communication and Interaction Perceptions Scale (SCIPS). Linear mixed-effect models were used to investigate the relationship between the perceived importance of SC/I behaviors and seven sociodemographic factors as well as determine if this relationship was moderated by SC/I behavior type (i.e., foundational vs. advanced behaviors). Several different sociodemographic factors (i.e., caregiver race/ethnicity, caregiver gender, household income, child disability status, child age, child gender) were associated with caregiver ratings of the perceived importance of SC/I behaviors. This relation was, in some instances (i.e., caregiver race/ethnicity, caregiver gender, child disability status), moderated by whether the SC/I behaviors were foundational or advanced. Our findings highlight the importance of considering the values of caregivers regarding perceived SC/I importance during the autism identification process. En ligne : https://doi.org/10.1007/s10803-024-06711-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

The impact of individual factors on linguistic alignment of autistic boys and their mothers / Nell MALTMAN in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.510-524 Titre : The impact of individual factors on linguistic alignment of autistic boys and their mothers Type de document : texte imprimé Auteurs : Nell MALTMAN, Auteur ; Camille J. WYNN, Auteur ; Elizabeth A. WYNN, Auteur ; Audra STERLING, Auteur Article en page(s) : p.510-524 Langues : Anglais (eng) Mots-clés : communication and language  family studies  fragile X  autism  linguistic alignment Index. décimale : PER Périodiques Résumé : Linguistic alignment reflects shared linguistic behaviors (e.g. syntax and lexicon) between interlocutors. Recent work has examined whether autistic children align to the same degree as their non-autistic peers, with current findings inconclusive. This study took an in-depth approach to investigating factors contributing to variation in linguistic alignment among autistic individuals. Eighteen school-age and adolescent autistic male participants, 14 males with fragile X syndrome + autism, and their mothers participated in the study. Dyads engaged in an unstructured conversation for ~12 min. Using Bayesian linear mixed-effect models, we assessed the relationships between alignment and within-individual factors of the participants. Lexical and syntactic alignment were uniquely influenced by within-participant factors. Maternal lexical and syntactic alignment were differentially associated with participant cognitive and expressive language abilities, and according to etiology (fragile X syndrome + autism vs idiopathic autism). This study highlights the complexity of alignment in autistic individuals and their mothers. Results suggest that alignment is a dynamic process that is motivated in part by within-individual traits of their children. Consequently, characterizing alignment in autism requires a highly nuanced and thoughtful approach that accounts for the heterogeneity of the population.Lay abstractShared Language Use in Conversations Between Mothers and Their Autistic SonsDuring conversations, we tend to use the same kinds of words as our partners, which is an important skill that helps language development. Researchers have explored this phenomenon among autistic individuals and have not found consistent differences from non-autistic individuals. The current study examined how mothers and their autistic sons communicate with each other during conversations to see the extent to which they used similar words and grammar.We included 32 school-age and adolescent male participants (18 autism, 14 fragile X + autism) and their mothers. Participants and their mothers talked together how they normally would for 12 min. We transcribed everything they said and evaluated how much they used the same words and grammar as each other. We also looked at how other characteristics, like IQ and language skills, influenced how much they were similar in their language.We found that mothers and their sons used the same kinds of words at a rate greater than chance. Mothers used similar language as their sons more often when their son had greater language skills. Mothers who had children with fragile X + autism were more likely to use similar words as their son.This study showed that using the same words and grammar is a very dynamic process that depends in part on language and cognition between two speakers. It is important that future research in this area takes a detailed and thoughtful approach to analysis. En ligne : https://dx.doi.org/10.1177/13623613251395538 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] The impact of individual factors on linguistic alignment of autistic boys and their mothers [texte imprimé] / Nell MALTMAN, Auteur ; Camille J. WYNN, Auteur ; Elizabeth A. WYNN, Auteur ; Audra STERLING, Auteur . - p.510-524. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.510-524 Mots-clés : communication and language  family studies  fragile X  autism  linguistic alignment Index. décimale : PER Périodiques Résumé : Linguistic alignment reflects shared linguistic behaviors (e.g. syntax and lexicon) between interlocutors. Recent work has examined whether autistic children align to the same degree as their non-autistic peers, with current findings inconclusive. This study took an in-depth approach to investigating factors contributing to variation in linguistic alignment among autistic individuals. Eighteen school-age and adolescent autistic male participants, 14 males with fragile X syndrome + autism, and their mothers participated in the study. Dyads engaged in an unstructured conversation for ~12 min. Using Bayesian linear mixed-effect models, we assessed the relationships between alignment and within-individual factors of the participants. Lexical and syntactic alignment were uniquely influenced by within-participant factors. Maternal lexical and syntactic alignment were differentially associated with participant cognitive and expressive language abilities, and according to etiology (fragile X syndrome + autism vs idiopathic autism). This study highlights the complexity of alignment in autistic individuals and their mothers. Results suggest that alignment is a dynamic process that is motivated in part by within-individual traits of their children. Consequently, characterizing alignment in autism requires a highly nuanced and thoughtful approach that accounts for the heterogeneity of the population.Lay abstractShared Language Use in Conversations Between Mothers and Their Autistic SonsDuring conversations, we tend to use the same kinds of words as our partners, which is an important skill that helps language development. Researchers have explored this phenomenon among autistic individuals and have not found consistent differences from non-autistic individuals. The current study examined how mothers and their autistic sons communicate with each other during conversations to see the extent to which they used similar words and grammar.We included 32 school-age and adolescent male participants (18 autism, 14 fragile X + autism) and their mothers. Participants and their mothers talked together how they normally would for 12 min. We transcribed everything they said and evaluated how much they used the same words and grammar as each other. We also looked at how other characteristics, like IQ and language skills, influenced how much they were similar in their language.We found that mothers and their sons used the same kinds of words at a rate greater than chance. Mothers used similar language as their sons more often when their son had greater language skills. Mothers who had children with fragile X + autism were more likely to use similar words as their son.This study showed that using the same words and grammar is a very dynamic process that depends in part on language and cognition between two speakers. It is important that future research in this area takes a detailed and thoughtful approach to analysis. En ligne : https://dx.doi.org/10.1177/13623613251395538 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

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