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Social Communication and Parent Verbal Responsiveness Across Interaction Contexts in Toddlers on the Autism Spectrum.

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Title: Social Communication and Parent Verbal Responsiveness Across Interaction Contexts in Toddlers on the Autism Spectrum.
Authors: Delehanty, Abigail1 delehantya@duq.edu, Lorio, Ciera M.2, Romano, Mollie3, Brown, Jennifer A.4, Woods, Juliann J.5, Wetherby, Amy M.6
Source: American Journal of Speech-Language Pathology. May2024, Vol. 33 Issue 3, p1266-1282. 17p.
Subject Terms: *Communicative competence, *Autism, *Parent-child relationships, *Developmental disabilities, *Child development, *Comparative studies, *Interpersonal relations, *Child behavior, *Language acquisition, *Verbal behavior, *Inter-observer reliability, *Children, Descriptive statistics, Chi-squared test, Social skills, Medical coding, Parents of children with disabilities, Psychosocial factors, Time
Abstract: Purpose: Interactions with caregivers during the ordinary activities that occur as families go about their everyday lives are critical to supporting children’s acquisition of social communication and language skills. The purpose of this study was to examine child communication and parent verbal responsiveness across interaction contexts in 211 children (Mage = 20 months) on the autism spectrum (n = 121), with developmental delay (n = 46), or with typical development (n = 44). Method: Families participated in up to eight activities during an hour-long, video-recorded home observation. We tested differences in the strength of associations between diagnostic group and interaction context using linear mixed-effects models, with child rate per minute of communication and proportions of parent follow-in comments and directives as outcome variables. Child communicative functions expressed across contexts were also examined. Results: Children across groups communicated at significantly higher rates per minute during book sharing and play with people compared to other interaction contexts. Most child communication was for the function of joint attention during book sharing, for social interaction during play with people, and for behavior regulation during necessary activities such as family chores and meals. On average, parents of children responded using proportionally more follow-in comments during book sharing and play compared to necessary activities, during which parents used more follow-in directives. Conclusion: Results provide a glimpse into the dyadic communication that may occur within everyday activities at home, which supports the need for future intervention research and may aid clinicians seeking to identify activities that serve as important contexts for intervention. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Social Communication and Parent Verbal Responsiveness Across Interaction Contexts in Toddlers on the Autism Spectrum.
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  Data: <searchLink fieldCode="AR" term="%22Delehanty%2C+Abigail%22">Delehanty, Abigail</searchLink><relatesTo>1</relatesTo><i> delehantya@duq.edu</i><br /><searchLink fieldCode="AR" term="%22Lorio%2C+Ciera+M%2E%22">Lorio, Ciera M.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Romano%2C+Mollie%22">Romano, Mollie</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Brown%2C+Jennifer+A%2E%22">Brown, Jennifer A.</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Woods%2C+Juliann+J%2E%22">Woods, Juliann J.</searchLink><relatesTo>5</relatesTo><br /><searchLink fieldCode="AR" term="%22Wetherby%2C+Amy+M%2E%22">Wetherby, Amy M.</searchLink><relatesTo>6</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Speech-Language+Pathology%22">American Journal of Speech-Language Pathology</searchLink>. May2024, Vol. 33 Issue 3, p1266-1282. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Communicative+competence%22">Communicative competence</searchLink><br />*<searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br />*<searchLink fieldCode="DE" term="%22Parent-child+relationships%22">Parent-child relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Developmental+disabilities%22">Developmental disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Interpersonal+relations%22">Interpersonal relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+behavior%22">Child behavior</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Verbal+behavior%22">Verbal behavior</searchLink><br />*<searchLink fieldCode="DE" term="%22Inter-observer+reliability%22">Inter-observer reliability</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Chi-squared+test%22">Chi-squared test</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+coding%22">Medical coding</searchLink><br /><searchLink fieldCode="DE" term="%22Parents+of+children+with+disabilities%22">Parents of children with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink><br /><searchLink fieldCode="DE" term="%22Time%22">Time</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Interactions with caregivers during the ordinary activities that occur as families go about their everyday lives are critical to supporting children’s acquisition of social communication and language skills. The purpose of this study was to examine child communication and parent verbal responsiveness across interaction contexts in 211 children (Mage = 20 months) on the autism spectrum (n = 121), with developmental delay (n = 46), or with typical development (n = 44). Method: Families participated in up to eight activities during an hour-long, video-recorded home observation. We tested differences in the strength of associations between diagnostic group and interaction context using linear mixed-effects models, with child rate per minute of communication and proportions of parent follow-in comments and directives as outcome variables. Child communicative functions expressed across contexts were also examined. Results: Children across groups communicated at significantly higher rates per minute during book sharing and play with people compared to other interaction contexts. Most child communication was for the function of joint attention during book sharing, for social interaction during play with people, and for behavior regulation during necessary activities such as family chores and meals. On average, parents of children responded using proportionally more follow-in comments during book sharing and play compared to necessary activities, during which parents used more follow-in directives. Conclusion: Results provide a glimpse into the dyadic communication that may occur within everyday activities at home, which supports the need for future intervention research and may aid clinicians seeking to identify activities that serve as important contexts for intervention. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1044/2024_AJSLP-23-00319
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      – Code: eng
        Text: English
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      – SubjectFull: Communicative competence
        Type: general
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Parent-child relationships
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      – SubjectFull: Developmental disabilities
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      – SubjectFull: Inter-observer reliability
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              Text: May2024
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