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The relation of parent–child interaction qualities to social skills in children with and without autism spectrum disorders / Erin L. HAVEN in Autism, 18-3 (April 2014)
[article]
Titre : The relation of parent–child interaction qualities to social skills in children with and without autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Erin L. HAVEN, Auteur ; Christen N. MANANGAN, Auteur ; Joanne K. SPARROW, Auteur ; Beverly J. WILSON, Auteur Article en page(s) : p.292-300 Langues : Anglais (eng) Mots-clés : autism spectrum disorders parent–child interactions social skills Index. décimale : PER Périodiques Résumé : This study examined associations between parent–child interactions and the development of social skills in 42 children (21 typically developing and 21 with autism spectrum disorders) between the ages of 3 years, 0 months and 6 years, 11 months. We expected that positive parent–child interaction qualities would be related to children’s social skills and would mediate the negative relation between children’s developmental status (typical development vs autism spectrum disorders) and social skills. Videotapes of parents and children during a 5-min wordless book task were coded for parent positive affect and emotional support as well as parent–child cohesiveness. Emotional support and cohesiveness were significantly related to children’s social skills, such that higher emotional support and cohesiveness were associated with higher social skills, R 2 = .29, p = .02, and R 2 = .38, p = .002, respectively. Additionally, cohesiveness mediated the relation between children’s developmental status and social skills. These findings suggest that parent emotional support and cohesiveness between parents and children positively influence children’s social skills. Parent positive affect was unrelated to social skills. Implications of these findings for social skills interventions are discussed, particularly for young children with autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361312470036 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229
in Autism > 18-3 (April 2014) . - p.292-300[article] The relation of parent–child interaction qualities to social skills in children with and without autism spectrum disorders [Texte imprimé et/ou numérique] / Erin L. HAVEN, Auteur ; Christen N. MANANGAN, Auteur ; Joanne K. SPARROW, Auteur ; Beverly J. WILSON, Auteur . - p.292-300.
Langues : Anglais (eng)
in Autism > 18-3 (April 2014) . - p.292-300
Mots-clés : autism spectrum disorders parent–child interactions social skills Index. décimale : PER Périodiques Résumé : This study examined associations between parent–child interactions and the development of social skills in 42 children (21 typically developing and 21 with autism spectrum disorders) between the ages of 3 years, 0 months and 6 years, 11 months. We expected that positive parent–child interaction qualities would be related to children’s social skills and would mediate the negative relation between children’s developmental status (typical development vs autism spectrum disorders) and social skills. Videotapes of parents and children during a 5-min wordless book task were coded for parent positive affect and emotional support as well as parent–child cohesiveness. Emotional support and cohesiveness were significantly related to children’s social skills, such that higher emotional support and cohesiveness were associated with higher social skills, R 2 = .29, p = .02, and R 2 = .38, p = .002, respectively. Additionally, cohesiveness mediated the relation between children’s developmental status and social skills. These findings suggest that parent emotional support and cohesiveness between parents and children positively influence children’s social skills. Parent positive affect was unrelated to social skills. Implications of these findings for social skills interventions are discussed, particularly for young children with autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361312470036 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 Parents as a Team: Mother, Father, a Child with Autism Spectrum Disorder, and a Spinning Toy / Douglas W. MAYNARD in Journal of Autism and Developmental Disorders, 46-2 (February 2016)
[article]
Titre : Parents as a Team: Mother, Father, a Child with Autism Spectrum Disorder, and a Spinning Toy Type de document : Texte imprimé et/ou numérique Auteurs : Douglas W. MAYNARD, Auteur ; T. A. MCDONALD, Auteur ; Trini STICKLE, Auteur Année de publication : 2016 Article en page(s) : p.406-423 Langues : Anglais (eng) Mots-clés : Analyse de la conversation Autism Parent–child interactions Conditional and accommodating interactions Conversation analysis Social interaction Index. décimale : PER Périodiques Résumé : This paper is a single case study involving a visit to a diagnostic clinic for autism spectrum disorder. A young boy finds a toy that he can hold with one hand and spin with another. In order to retrieve the toy and leave it in the clinic, the parents engage in a team effort. We describe this achievement in terms of two styles of practice or interactional routines with differing participation frameworks. We examine not only how the parents work as a team using these styles, but also how they improvise to extract the spinning toy from their son’s grasp with minimal protest on his part. En ligne : http://dx.doi.org/10.1007/s10803-015-2568-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280
in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.406-423[article] Parents as a Team: Mother, Father, a Child with Autism Spectrum Disorder, and a Spinning Toy [Texte imprimé et/ou numérique] / Douglas W. MAYNARD, Auteur ; T. A. MCDONALD, Auteur ; Trini STICKLE, Auteur . - 2016 . - p.406-423.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.406-423
Mots-clés : Analyse de la conversation Autism Parent–child interactions Conditional and accommodating interactions Conversation analysis Social interaction Index. décimale : PER Périodiques Résumé : This paper is a single case study involving a visit to a diagnostic clinic for autism spectrum disorder. A young boy finds a toy that he can hold with one hand and spin with another. In order to retrieve the toy and leave it in the clinic, the parents engage in a team effort. We describe this achievement in terms of two styles of practice or interactional routines with differing participation frameworks. We examine not only how the parents work as a team using these styles, but also how they improvise to extract the spinning toy from their son’s grasp with minimal protest on his part. En ligne : http://dx.doi.org/10.1007/s10803-015-2568-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 Brief Report: Parent Verbal Responsiveness and Language Development in Toddlers on the Autism Spectrum / Eileen HAEBIG in Journal of Autism and Developmental Disorders, 43-9 (September 2013)
[article]
Titre : Brief Report: Parent Verbal Responsiveness and Language Development in Toddlers on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Eileen HAEBIG, Auteur ; Andrea MCDUFFIE, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.2218-2227 Langues : Anglais (eng) Mots-clés : Autism Parent responsiveness Parent–child interactions Index. décimale : PER Périodiques Résumé : This study examined the longitudinal associations between parent verbal responsiveness and language 3 years later in 34 toddlers with a diagnosis of an autism spectrum disorder. Parent–child play samples were coded for child engagement and communication acts and for parent verbal responsiveness. Measures of responsive verbal behaviors were used to predict language gain scores 3 years later. Parent directives for language that followed into the child’s focus of attention were predictive of child receptive language gains. Parent comments that followed into the child’s focus of attention yielded differential effects depending on initial levels of child language. Children who were minimally verbal at age 2½ benefited from parent comments that followed into the their focus of attention, whereas children who were verbally fluent did not demonstrate such a benefit. En ligne : http://dx.doi.org/10.1007/s10803-013-1763-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212
in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2218-2227[article] Brief Report: Parent Verbal Responsiveness and Language Development in Toddlers on the Autism Spectrum [Texte imprimé et/ou numérique] / Eileen HAEBIG, Auteur ; Andrea MCDUFFIE, Auteur ; Susan ELLIS WEISMER, Auteur . - p.2218-2227.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2218-2227
Mots-clés : Autism Parent responsiveness Parent–child interactions Index. décimale : PER Périodiques Résumé : This study examined the longitudinal associations between parent verbal responsiveness and language 3 years later in 34 toddlers with a diagnosis of an autism spectrum disorder. Parent–child play samples were coded for child engagement and communication acts and for parent verbal responsiveness. Measures of responsive verbal behaviors were used to predict language gain scores 3 years later. Parent directives for language that followed into the child’s focus of attention were predictive of child receptive language gains. Parent comments that followed into the child’s focus of attention yielded differential effects depending on initial levels of child language. Children who were minimally verbal at age 2½ benefited from parent comments that followed into the their focus of attention, whereas children who were verbally fluent did not demonstrate such a benefit. En ligne : http://dx.doi.org/10.1007/s10803-013-1763-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 Randomized controlled trial of a book-sharing intervention in a deprived South African community: effects on carer–infant interactions, and their relation to infant cognitive and socioemotional outcome / Lynne MURRAY in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)
[article]
Titre : Randomized controlled trial of a book-sharing intervention in a deprived South African community: effects on carer–infant interactions, and their relation to infant cognitive and socioemotional outcome Type de document : Texte imprimé et/ou numérique Auteurs : Lynne MURRAY, Auteur ; Leonardo DE PASCALIS, Auteur ; Mark TOMLINSON, Auteur ; Zahir VALLY, Auteur ; Harold DADOMO, Auteur ; Brenda MACLACHLAN, Auteur ; Charlotte WOODWARD, Auteur ; Peter J. COOPER, Auteur Article en page(s) : p.1370-1379 Langues : Anglais (eng) Mots-clés : Parent–child interactions prosocial behaviour attention language parent training Index. décimale : PER Périodiques Résumé : Background Consistent with evidence from high-income countries (HICs), we previously showed that, in an informal peri-urban settlement in a low-middle income country, training parents in book sharing with their infants benefitted infant language and attention (Vally, Murray, Tomlinson, & Cooper, ). Here, we investigated whether these benefits were explained by improvements in carer–infant interactions in both book-sharing and non-book-sharing contexts. We also explored whether infant socioemotional development benefitted from book sharing. Methods We conducted a randomized controlled trial in Khayelitsha, South Africa. Carers of 14–16-month-old infants were randomized to 8 weeks’ training in book sharing (n = 49) or a wait-list control group (n = 42). In addition to the cognitive measures reported previously, independent assessments were made at base line and follow-up of carer–infant interactions during book sharing and toy play. Assessments were also made, at follow-up only, of infant prosocial behaviour in a ‘help task’, and of infant imitation of doll characters’ nonsocial actions and an interpersonal interaction. Eighty-two carer–infant pairs (90%) were assessed at follow-up. (Trial registration ISRCTN39953901). Results Carers who received the training showed significant improvements in book-sharing interactions (sensitivity, elaborations, reciprocity), and, to a smaller extent, in toy-play interactions (sensitivity). Infants in the intervention group showed a significantly higher rate of prosocial behaviour, and tended to show more frequent imitation of the interpersonal interaction. Improvements in carer behaviour during book sharing, but not during toy play, mediated intervention effects on all infant cognitive outcomes, and tended to mediate intervention effects on infant interpersonal imitation. Conclusions Training in book sharing, a simple, inexpensive intervention that has been shown to benefit infant cognitive development in a low-middle income country, also shows promise for improving infant socioemotional outcomes in this context. Benefits are mediated by improvements in carer–infant interactions, particularly in book-sharing contexts. En ligne : http://dx.doi.org/10.1111/jcpp.12605 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1370-1379[article] Randomized controlled trial of a book-sharing intervention in a deprived South African community: effects on carer–infant interactions, and their relation to infant cognitive and socioemotional outcome [Texte imprimé et/ou numérique] / Lynne MURRAY, Auteur ; Leonardo DE PASCALIS, Auteur ; Mark TOMLINSON, Auteur ; Zahir VALLY, Auteur ; Harold DADOMO, Auteur ; Brenda MACLACHLAN, Auteur ; Charlotte WOODWARD, Auteur ; Peter J. COOPER, Auteur . - p.1370-1379.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1370-1379
Mots-clés : Parent–child interactions prosocial behaviour attention language parent training Index. décimale : PER Périodiques Résumé : Background Consistent with evidence from high-income countries (HICs), we previously showed that, in an informal peri-urban settlement in a low-middle income country, training parents in book sharing with their infants benefitted infant language and attention (Vally, Murray, Tomlinson, & Cooper, ). Here, we investigated whether these benefits were explained by improvements in carer–infant interactions in both book-sharing and non-book-sharing contexts. We also explored whether infant socioemotional development benefitted from book sharing. Methods We conducted a randomized controlled trial in Khayelitsha, South Africa. Carers of 14–16-month-old infants were randomized to 8 weeks’ training in book sharing (n = 49) or a wait-list control group (n = 42). In addition to the cognitive measures reported previously, independent assessments were made at base line and follow-up of carer–infant interactions during book sharing and toy play. Assessments were also made, at follow-up only, of infant prosocial behaviour in a ‘help task’, and of infant imitation of doll characters’ nonsocial actions and an interpersonal interaction. Eighty-two carer–infant pairs (90%) were assessed at follow-up. (Trial registration ISRCTN39953901). Results Carers who received the training showed significant improvements in book-sharing interactions (sensitivity, elaborations, reciprocity), and, to a smaller extent, in toy-play interactions (sensitivity). Infants in the intervention group showed a significantly higher rate of prosocial behaviour, and tended to show more frequent imitation of the interpersonal interaction. Improvements in carer behaviour during book sharing, but not during toy play, mediated intervention effects on all infant cognitive outcomes, and tended to mediate intervention effects on infant interpersonal imitation. Conclusions Training in book sharing, a simple, inexpensive intervention that has been shown to benefit infant cognitive development in a low-middle income country, also shows promise for improving infant socioemotional outcomes in this context. Benefits are mediated by improvements in carer–infant interactions, particularly in book-sharing contexts. En ligne : http://dx.doi.org/10.1111/jcpp.12605 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Impaired attention to the eyes of attachment figures and the developmental origins of psychopathy / Mark R. DADDS in Journal of Child Psychology and Psychiatry, 52-3 (March 2011)
[article]
Titre : Impaired attention to the eyes of attachment figures and the developmental origins of psychopathy Type de document : Texte imprimé et/ou numérique Auteurs : Mark R. DADDS, Auteur ; Jasmin JAMBRAK, Auteur ; Dave PASALICH, Auteur ; David J. HAWES, Auteur ; John BRENNAN, Auteur Année de publication : 2011 Article en page(s) : p.238-245 Langues : Anglais (eng) Mots-clés : Psychopathy conduct problems eye contact parent–child interactions Index. décimale : PER Périodiques Résumé : Background: A pervasive failure to attend and respond to emotionally salient stimuli is a core feature of psychopathy. We hypothesise that this begins early in life and is expressed most importantly as a failure to attend to core emotional features (viz., the eyes) of attachment figures. The current study tested whether impaired eye contact is a characteristic of children with antisocial behaviour and callous-unemotional (CU) traits in real life settings.
Methods: Conduct problem males were assessed on levels of CU traits and observed in free play and ‘emotion talk’ scenarios with their parents. Eye contact was measured for each dyad (child to mother, child to father, mother to child, father to child) as a proportion of intervals in which the child and parent interacted.
Results: Levels of eye contact were reciprocated in mother–son and father–son dyads, but males with high CU traits showed consistent impairments in eye contact towards their parents. Mothers of high CU boys did not show impairments; however, fathers of high CU boys showed similar impairment. Levels of eye contact were also associated with independent measures of fear recognition, and general empathy in the boys.
Conclusions: The findings provide the first evidence that impairments in eye contact, previously shown during computer tasks, characterise psychopathic traits in young males.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02323.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118
in Journal of Child Psychology and Psychiatry > 52-3 (March 2011) . - p.238-245[article] Impaired attention to the eyes of attachment figures and the developmental origins of psychopathy [Texte imprimé et/ou numérique] / Mark R. DADDS, Auteur ; Jasmin JAMBRAK, Auteur ; Dave PASALICH, Auteur ; David J. HAWES, Auteur ; John BRENNAN, Auteur . - 2011 . - p.238-245.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 52-3 (March 2011) . - p.238-245
Mots-clés : Psychopathy conduct problems eye contact parent–child interactions Index. décimale : PER Périodiques Résumé : Background: A pervasive failure to attend and respond to emotionally salient stimuli is a core feature of psychopathy. We hypothesise that this begins early in life and is expressed most importantly as a failure to attend to core emotional features (viz., the eyes) of attachment figures. The current study tested whether impaired eye contact is a characteristic of children with antisocial behaviour and callous-unemotional (CU) traits in real life settings.
Methods: Conduct problem males were assessed on levels of CU traits and observed in free play and ‘emotion talk’ scenarios with their parents. Eye contact was measured for each dyad (child to mother, child to father, mother to child, father to child) as a proportion of intervals in which the child and parent interacted.
Results: Levels of eye contact were reciprocated in mother–son and father–son dyads, but males with high CU traits showed consistent impairments in eye contact towards their parents. Mothers of high CU boys did not show impairments; however, fathers of high CU boys showed similar impairment. Levels of eye contact were also associated with independent measures of fear recognition, and general empathy in the boys.
Conclusions: The findings provide the first evidence that impairments in eye contact, previously shown during computer tasks, characterise psychopathic traits in young males.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02323.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118 The Effect of Parenting Style on Social Smiling in Infants at High and Low Risk for ASD / Colleen M. HARKER in Journal of Autism and Developmental Disorders, 46-7 (July 2016)
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