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Joint Engagement, Parent Labels, and Language Development: Examining Everyday Interactions in Infant Siblings of Children with Autism / Emily J. ROEMER in Journal of Autism and Developmental Disorders, 52-5 (May 2022)
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Titre : Joint Engagement, Parent Labels, and Language Development: Examining Everyday Interactions in Infant Siblings of Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Emily J. ROEMER, Auteur ; Elizabeth H. KUSHNER, Auteur ; Jana M. IVERSON, Auteur Article en page(s) : p.1984-2003 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder/diagnosis Humans Infant Language Development Language Development Disorders/diagnosis Parents Siblings Autism spectrum disorder Infants Joint engagement Language Parent input of interest. Index. décimale : PER Périodiques Résumé : This study examined joint engagement, parent labels, and language development in infants with an elevated (EL) and typical likelihood (TL) for ASD. Parent-child interactions were coded for joint engagement and parent labels at 12 and 18 months, and language skills were assessed later in toddlerhood for 12 EL infants diagnosed with ASD (EL-ASD), 17 EL infants with language delay (EL-LD), 14 EL infants with no diagnosis (EL-ND), and 12 TL infants. Infants spent substantial time in supported joint engagement and received similar rates of input from parents across outcome groups. However, parents of EL-ASD infants increased the rate of labels provided in coordinated joint engagement. While labels positively predicted language for TL infants, the opposite pattern emerged for EL-ASD infants. En ligne : http://dx.doi.org/10.1007/s10803-021-05099-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.1984-2003[article] Joint Engagement, Parent Labels, and Language Development: Examining Everyday Interactions in Infant Siblings of Children with Autism [Texte imprimé et/ou numérique] / Emily J. ROEMER, Auteur ; Elizabeth H. KUSHNER, Auteur ; Jana M. IVERSON, Auteur . - p.1984-2003.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.1984-2003
Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder/diagnosis Humans Infant Language Development Language Development Disorders/diagnosis Parents Siblings Autism spectrum disorder Infants Joint engagement Language Parent input of interest. Index. décimale : PER Périodiques Résumé : This study examined joint engagement, parent labels, and language development in infants with an elevated (EL) and typical likelihood (TL) for ASD. Parent-child interactions were coded for joint engagement and parent labels at 12 and 18 months, and language skills were assessed later in toddlerhood for 12 EL infants diagnosed with ASD (EL-ASD), 17 EL infants with language delay (EL-LD), 14 EL infants with no diagnosis (EL-ND), and 12 TL infants. Infants spent substantial time in supported joint engagement and received similar rates of input from parents across outcome groups. However, parents of EL-ASD infants increased the rate of labels provided in coordinated joint engagement. While labels positively predicted language for TL infants, the opposite pattern emerged for EL-ASD infants. En ligne : http://dx.doi.org/10.1007/s10803-021-05099-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 Brief Report: Collateral Joint Engagement During a Playdate Intervention for Children with and at Risk for Autism / Tracy J. RAULSTON in Journal of Autism and Developmental Disorders, 51-1 (January 2021)
[article]
Titre : Brief Report: Collateral Joint Engagement During a Playdate Intervention for Children with and at Risk for Autism Type de document : Texte imprimé et/ou numérique Auteurs : Tracy J. RAULSTON, Auteur ; Naima BHANA, Auteur ; Laura Lee MCINTYRE, Auteur ; Ciara OUSLEY, Auteur Article en page(s) : p.357-363 Langues : Anglais (eng) Mots-clés : Autism Collateral behavior Joint engagement Playdate Social skills Index. décimale : PER Périodiques Résumé : Joint engagement involves a child coordinating their attention between a person and a shared event. Children with autism present with impaired joint engagement. Playdates are a common way that children socially engage yet have been largely overlooked in the social skills literature. Requesting skills have been conceptualized as pivotal, producing collateral effects. In the current study, we conducted a secondary analysis of a single-case design that evaluated a parent-implemented playdate intervention focused on supporting children and peers to request and respond to one another during games. We examined the collateral effects of the playdate intervention on joint engagement. Two children demonstrated gains in joint engagement with a peer, and the third exhibited variable changes. Implications for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04544-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.357-363[article] Brief Report: Collateral Joint Engagement During a Playdate Intervention for Children with and at Risk for Autism [Texte imprimé et/ou numérique] / Tracy J. RAULSTON, Auteur ; Naima BHANA, Auteur ; Laura Lee MCINTYRE, Auteur ; Ciara OUSLEY, Auteur . - p.357-363.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.357-363
Mots-clés : Autism Collateral behavior Joint engagement Playdate Social skills Index. décimale : PER Périodiques Résumé : Joint engagement involves a child coordinating their attention between a person and a shared event. Children with autism present with impaired joint engagement. Playdates are a common way that children socially engage yet have been largely overlooked in the social skills literature. Requesting skills have been conceptualized as pivotal, producing collateral effects. In the current study, we conducted a secondary analysis of a single-case design that evaluated a parent-implemented playdate intervention focused on supporting children and peers to request and respond to one another during games. We examined the collateral effects of the playdate intervention on joint engagement. Two children demonstrated gains in joint engagement with a peer, and the third exhibited variable changes. Implications for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04544-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 Developmental associations between joint engagement and autistic children's vocabulary: A cross-lagged panel analysis / Kristen BOTTEMA-BEUTEL in Autism, 25-2 (February 2021)
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Titre : Developmental associations between joint engagement and autistic children's vocabulary: A cross-lagged panel analysis Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; So Yoon KIM, Auteur ; Shannon CROWLEY, Auteur ; Paul J. YODER, Auteur Article en page(s) : p.566-575 Langues : Anglais (eng) Mots-clés : autism caregiver–child interaction follow-in talk joint engagement language responsivity vocabulary Index. décimale : PER Périodiques Résumé : In this study, we used a cross-lagged panel analysis to examine correlations over time between two types of engagement between children and their parents and children's later expressive and receptive vocabularies. This kind of design can help researchers understand which early developmental achievements "drive" later developmental achievements. It is important for intervention researchers to know which developmental achievements happen first, so that they can set intervention goals appropriately. The two joint engagement variables we examined were (a) higher order supported joint engagement, which occurs when caregivers influence their child's play with toys and the child reciprocally responds to the caregiver, but does not manage the interaction by shifting gaze between the toys and the caregiver, and (b) higher order supported joint engagement that co-occurs with caregiver's follow-in talk (higher order supported joint engagement?+?follow-in). Follow-in talk occurs when the caregiver talks about objects and events that the child is focused on. Ninety-one autistic children (n?=?91) with language delay (mean chronological age?=?39?months) participated, along with their primary caregivers. Each of the four variables was measured twice, 8?months apart. Our statistical procedures showed that early higher order supported joint engagement and early higher order supported joint engagement?+?follow-in were significantly associated with later expressive and receptive vocabulary. In contrast, associations between early vocabulary variables and later joint engagement variables were not significant. Our results suggest that higher order supported joint engagement and higher order supported joint engagement?+?follow-in may be useful initial intervention targets, for developmental interventions aimed at promoting language development in autistic children who are initially language delayed. En ligne : http://dx.doi.org/10.1177/1362361320968641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442
in Autism > 25-2 (February 2021) . - p.566-575[article] Developmental associations between joint engagement and autistic children's vocabulary: A cross-lagged panel analysis [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; So Yoon KIM, Auteur ; Shannon CROWLEY, Auteur ; Paul J. YODER, Auteur . - p.566-575.
Langues : Anglais (eng)
in Autism > 25-2 (February 2021) . - p.566-575
Mots-clés : autism caregiver–child interaction follow-in talk joint engagement language responsivity vocabulary Index. décimale : PER Périodiques Résumé : In this study, we used a cross-lagged panel analysis to examine correlations over time between two types of engagement between children and their parents and children's later expressive and receptive vocabularies. This kind of design can help researchers understand which early developmental achievements "drive" later developmental achievements. It is important for intervention researchers to know which developmental achievements happen first, so that they can set intervention goals appropriately. The two joint engagement variables we examined were (a) higher order supported joint engagement, which occurs when caregivers influence their child's play with toys and the child reciprocally responds to the caregiver, but does not manage the interaction by shifting gaze between the toys and the caregiver, and (b) higher order supported joint engagement that co-occurs with caregiver's follow-in talk (higher order supported joint engagement?+?follow-in). Follow-in talk occurs when the caregiver talks about objects and events that the child is focused on. Ninety-one autistic children (n?=?91) with language delay (mean chronological age?=?39?months) participated, along with their primary caregivers. Each of the four variables was measured twice, 8?months apart. Our statistical procedures showed that early higher order supported joint engagement and early higher order supported joint engagement?+?follow-in were significantly associated with later expressive and receptive vocabulary. In contrast, associations between early vocabulary variables and later joint engagement variables were not significant. Our results suggest that higher order supported joint engagement and higher order supported joint engagement?+?follow-in may be useful initial intervention targets, for developmental interventions aimed at promoting language development in autistic children who are initially language delayed. En ligne : http://dx.doi.org/10.1177/1362361320968641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442 Efficacy of caregiver-mediated joint engagement intervention for young children with autism spectrum disorders / Chung-Hsin CHIANG in Autism, 20-2 (February 2016)
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Titre : Efficacy of caregiver-mediated joint engagement intervention for young children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Chung-Hsin CHIANG, Auteur ; Ching-Lin CHU, Auteur ; Tsung-Chin LEE, Auteur Article en page(s) : p.172-182 Langues : Anglais (eng) Mots-clés : autism spectrum disorders caregiver-mediated intervention joint attention joint engagement Index. décimale : PER Périodiques Résumé : Joint attention intervention for children with autism spectrum disorders was focused on improving joint engagement and joint attention skills. The purpose of this study was to develop a caregiver-mediated joint engagement intervention program combined with body movement play to investigate the effects of joint engagement/joint attention skills in young children with autism spectrum disorders. A quasi-experimental research design was conducted. A total of 34 young children with autism spectrum disorders aged 2–4?years were separated into an intervention and a control group. The program consisted of 20 sessions, 60?min per session, twice a week, for the target child and his or her parent. The results indicated that child-initiated supportive and coordinated joint engagement was greater for the intervention group compared with the control group at 3-month follow-up. This demonstrated that our joint engagement intervention could enhance joint engagement, especially coordinated joint engagement for young children with autism spectrum disorders. The limitations of the study and future directions were discussed. En ligne : http://dx.doi.org/10.1177/1362361315575725 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278
in Autism > 20-2 (February 2016) . - p.172-182[article] Efficacy of caregiver-mediated joint engagement intervention for young children with autism spectrum disorders [Texte imprimé et/ou numérique] / Chung-Hsin CHIANG, Auteur ; Ching-Lin CHU, Auteur ; Tsung-Chin LEE, Auteur . - p.172-182.
Langues : Anglais (eng)
in Autism > 20-2 (February 2016) . - p.172-182
Mots-clés : autism spectrum disorders caregiver-mediated intervention joint attention joint engagement Index. décimale : PER Périodiques Résumé : Joint attention intervention for children with autism spectrum disorders was focused on improving joint engagement and joint attention skills. The purpose of this study was to develop a caregiver-mediated joint engagement intervention program combined with body movement play to investigate the effects of joint engagement/joint attention skills in young children with autism spectrum disorders. A quasi-experimental research design was conducted. A total of 34 young children with autism spectrum disorders aged 2–4?years were separated into an intervention and a control group. The program consisted of 20 sessions, 60?min per session, twice a week, for the target child and his or her parent. The results indicated that child-initiated supportive and coordinated joint engagement was greater for the intervention group compared with the control group at 3-month follow-up. This demonstrated that our joint engagement intervention could enhance joint engagement, especially coordinated joint engagement for young children with autism spectrum disorders. The limitations of the study and future directions were discussed. En ligne : http://dx.doi.org/10.1177/1362361315575725 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 Increasing Responsive Parent–Child Interactions and Joint Engagement: Comparing the Influence of Parent-Mediated Intervention and Parent Psychoeducation / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 46-5 (May 2016)
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Titre : Increasing Responsive Parent–Child Interactions and Joint Engagement: Comparing the Influence of Parent-Mediated Intervention and Parent Psychoeducation Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; Amanda GULSRUD, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1737-1747 Langues : Anglais (eng) Mots-clés : Parent-mediated intervention JASPER Toddlers Autism Responsivity Joint engagement Index. décimale : PER Périodiques Résumé : Enhancing immediate and contingent responding by caregivers to children’s signals is an important strategy to support social interactions between caregivers and their children with autism. Yet, there has been limited examination of parents’ responsive behaviour in association with children’s social behaviour post caregiver-mediated intervention. Eighty-five dyads were randomized to one of two 10-week caregiver-training interventions. Parent–child play interactions were coded for parental responsivity and children’s joint engagement. Significant gains in responsivity and time jointly engaged were found post JASPER parent-mediated intervention over a psychoeducation intervention. Further, combining higher levels of responsive behaviour with greater adoption of intervention strategies was associated with greater time jointly engaged. Findings encourage a focus on enhancing responsive behaviour in parent-mediated intervention models. En ligne : http://dx.doi.org/10.1007/s10803-016-2702-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288
in Journal of Autism and Developmental Disorders > 46-5 (May 2016) . - p.1737-1747[article] Increasing Responsive Parent–Child Interactions and Joint Engagement: Comparing the Influence of Parent-Mediated Intervention and Parent Psychoeducation [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; Amanda GULSRUD, Auteur ; Connie KASARI, Auteur . - p.1737-1747.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-5 (May 2016) . - p.1737-1747
Mots-clés : Parent-mediated intervention JASPER Toddlers Autism Responsivity Joint engagement Index. décimale : PER Périodiques Résumé : Enhancing immediate and contingent responding by caregivers to children’s signals is an important strategy to support social interactions between caregivers and their children with autism. Yet, there has been limited examination of parents’ responsive behaviour in association with children’s social behaviour post caregiver-mediated intervention. Eighty-five dyads were randomized to one of two 10-week caregiver-training interventions. Parent–child play interactions were coded for parental responsivity and children’s joint engagement. Significant gains in responsivity and time jointly engaged were found post JASPER parent-mediated intervention over a psychoeducation intervention. Further, combining higher levels of responsive behaviour with greater adoption of intervention strategies was associated with greater time jointly engaged. Findings encourage a focus on enhancing responsive behaviour in parent-mediated intervention models. En ligne : http://dx.doi.org/10.1007/s10803-016-2702-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 The association between parental interaction style and children’s joint engagement in families with toddlers with autism / Stephanie Y. PATTERSON in Autism, 18-5 (July 2014)
PermalinkThe stability of joint engagement states in infant siblings of children with and without ASD: Implications for measurement practices / Kristen BOTTEMA-BEUTEL in Autism Research, 12-3 (March 2019)
PermalinkA play and joint attention intervention for teachers of young children with autism: A randomized controlled pilot study / Connie S. WONG in Autism, 17-3 (May 2013)
PermalinkA randomized controlled trial of preschool-based joint attention intervention for children with autism / Anett KAALE in Journal of Child Psychology and Psychiatry, 53-1 (January 2012)
PermalinkThe importance of self-regulation for the school and peer engagement of children with high-functioning autism / Laudan B. JAHROMI in Research in Autism Spectrum Disorders, 7-2 (February 2013)
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