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 |
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