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Social and Instrumental Interaction between Parents and Their Toddlers with Autism: A Qualitative Analysis

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Title: Social and Instrumental Interaction between Parents and Their Toddlers with Autism: A Qualitative Analysis
Language: English
Authors: Schertz, Hannah H., Call-Cummings, Meagan, Horn, Kathryn, Quest, Kelsey, Law, Rhiannon Steffen
Source: Journal of Early Intervention. Mar 2018 40(1):20-38.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2018
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A120291
Document Type: Journal Articles
Reports - Research
Descriptors: Autism, Pervasive Developmental Disorders, Social Development, Child Development, Parent Child Relationship, Interaction, Infants, Toddlers, Qualitative Research, Video Technology, Observation, Coding, Interpersonal Communication, Intervention, Data Analysis
DOI: 10.1177/1053815117737353
ISSN: 1053-8151
Abstract: A qualitative study of three parents and their toddlers with autism was conducted to investigate the communicative functions underlying parent-toddler interactions and how the instrumental or social nature of one partner's actions influenced the other's engagement. Parent-child interaction videos collected from a separate intervention study were transcribed with thick description, coded for literal and inferential meaning by independent coders, and analyzed for emergent themes following an iterative process of code categorization. Themes converged around the partner as instrument, attempted but missed social connections, and congruent social engagement. A complementary interactional sequential analysis revealed that communicative functions of initiating partners were largely mirrored in their partners' responding actions, suggesting that actively supporting parents to interact with their toddlers socially, rather than prescriptively or instrumentally, may be a potent intervention strategy to address the core social communication challenge in autism during the formative early developmental period.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2018
Accession Number: EJ1168909
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Intervention%22"><i>Journal of Early Intervention</i></searchLink>. Mar 2018 40(1):20-38.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 10.1177/1053815117737353
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  Data: 1053-8151
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A qualitative study of three parents and their toddlers with autism was conducted to investigate the communicative functions underlying parent-toddler interactions and how the instrumental or social nature of one partner's actions influenced the other's engagement. Parent-child interaction videos collected from a separate intervention study were transcribed with thick description, coded for literal and inferential meaning by independent coders, and analyzed for emergent themes following an iterative process of code categorization. Themes converged around the partner as instrument, attempted but missed social connections, and congruent social engagement. A complementary interactional sequential analysis revealed that communicative functions of initiating partners were largely mirrored in their partners' responding actions, suggesting that actively supporting parents to interact with their toddlers socially, rather than prescriptively or instrumentally, may be a potent intervention strategy to address the core social communication challenge in autism during the formative early developmental period.
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  Data: EJ1168909
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        Value: 10.1177/1053815117737353
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 20
    Subjects:
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Pervasive Developmental Disorders
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      – SubjectFull: Social Development
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      – SubjectFull: Child Development
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      – SubjectFull: Parent Child Relationship
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      – SubjectFull: Interaction
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      – SubjectFull: Infants
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      – SubjectFull: Qualitative Research
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      – SubjectFull: Data Analysis
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      – TitleFull: Social and Instrumental Interaction between Parents and Their Toddlers with Autism: A Qualitative Analysis
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