Nonverbal communication and play correlates of language development in autistic children

Mundy, Peter; Sigman, Marian; Ungerer, Judy A.; Sherman, Tracy

doi:10.1007/bf01487065

Cited by 200 publications

(135 citation statements)

References 22 publications

Supporting

Mentioning

117

Contrasting

Unclassified

Order By: Relevance

“…In addressing Aim 1, this study corroborates and extends the profile of communicative skills observed in older toddlers with ASD [e.g., Lord, 1995;Lord, Risi, & DiLavore, 2006;Mundy et al, 1987;Sigman & Ungerer, 1984;Stone, Ousley, Yoder, Hogan, & Hepburn, 1997;Wetherby, Prizant, & Hutchinson, 1998;Wetherby et al, 2004], and reported in the largely retrospective studies of children in the second year of life [Baranek, 1999;Klin et al, 1992;Maestro et al, 2002;Osterling et al, 2002;Volkmar et al, 1985;Wetherby et al, 2007]. That is, children who meet diagnostic criteria for ASD late in their second year of life show below average levels of performance in the abilities to respond to others' speech, to use gestures and manage affect, gaze and reciprocity; to express communicative functions; and to employ symbolic play schemes.…”

Section: Discussionsupporting

confidence: 79%

“…These studies converge on several findings. Symptoms are seen primarily in the expression of preverbal social communication, including difficulties in the use of gaze and conventional gestures for communicative purposes [e.g., Baron-Cohen, Cox, & Baird, 1996;Charman et al, 1997;Lord, 1995;Mundy, Sigman, Ungerer, & Sherman, 1987;Swettenham et al, 1998] and reduced expression of communicative intentions-especially joint attention [e.g., Dawson et al, 2004;Wetherby et al, 2004]. Other communication impairments include limited responsivity to speech, delayed emergence of spoken language, and the use of other's body as a tool [Lord, 1995].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Language outcomes of toddlers with autism spectrum disorders: a two year follow‐up

et al. 2008

View full text Add to dashboard Cite

Thirty-seven children 15-25 months of age received clinical diagnoses of autism spectrum disorder (ASD) and were reevaluated two years later. All subjects were judged to have retained a diagnosis of ASD at the follow-up evaluation. Communication scores for the group as a whole during the first visit were significantly lower than nonverbal IQ. However, by the second visit, verbal and nonverbal scores were no longer significantly different. The group was divided into two subgroups, based on expressive language (EL) outcome at the second visit. The two groups were similar in the second year of life in terms of expressive communication skills and autistic symptoms, except for a trend toward more stereotypic and repetitive behavior in the worse outcome group. By the second visit, however, the groups differed significantly on all standard measures of expression and reception, as well as on autistic symptomotology and nonverbal IQ. When assessed during their second year, children who ended up in the better outcome group showed higher average nonverbal cognitive level, receptive language (RL) scores, number of sounds and words produced, use of symbolic play schemes, and response to joint attention bids. Regression analysis revealed that the variables for which significant differences between the two outcome groups in their second year of life were found provided significant prediction of EL outcome at age four. Stepwise regression identified RL and presence of stereotypic and repetitive at the first visit as significantly associated with EL outcome. Implications of these findings for early identification and intervention are discussed.

show abstract

Section: Discussionsupporting

confidence: 79%

Section: Introductionmentioning

confidence: 99%

Language outcomes of toddlers with autism spectrum disorders: a two year follow‐up

et al. 2008

View full text Add to dashboard Cite

show abstract

“…The development of play follows universal trends, as extensively documented in the literature both for typically developing children and for children with disabilities (Beeghly & Cicchetti, 1987;Cunningham, Glenn, Wilkinson, & Sloper, 1985;Hill & McCune-Nicolich, 1981;Mundy, Sigman, Ungerer, & Sherman, 1987). Simple sensorimotor object exploration and manipulation decline during the first years of life, whereas more complex and hierarchically integrated forms of play, such as combinatorial and symbolic play, grow.…”

Section: The Development Of Play In Children With Down Syndromementioning

confidence: 82%

Play and emotional availability in young children with Down syndrome

Venuti

Falco

Giusti

et al. 2008

Infant Mental Health Journal

View full text Add to dashboard Cite

This study investigates mother-child interaction and its associations with play in children with Down syndrome (DS). There is consensus that mother-child interaction during play represents an important determinant of typical children's play development. Concerning children with DS, few studies have investigated mother-child interaction in terms of the overall emotional quality of dyadic interaction and its effect on child play. A sample of 28 children with DS (M age = 3 years) took part in this study. In particular, we studied whether the presence of the mother in an interactional context affects the exploratory and symbolic play of children with DS and the interrelation between children's level of play and dyadic emotional availability. Children showed significantly more exploratory play during collaborative play with mothers than during solitary play. However, the maternal effect on child symbolic play was higher in children of highly sensitive mothers relative to children whose mothers showed lower sensitivity, the former displaying more symbolic play than the latter in collaborative play. Results offer some evidence that dyadic emotional availability and child play level are associated in children with DS, consistent with the hypothesis that dyadic interactions based on a healthy level of emotional involvement may lead to enhanced cognitive functioning.RESUMEN: El objetivo de este estudio fue investigar la interacción madre-infante y sus asociaciones con el juego en el caso de lo niños con el síndrome de Down (SD). Hay consenso con respecto a que la interacción madre-infante durante el juego representa un importante determinante en cómo los niños típicos desarrollan su juego. Con respecto a niños con síndrome de Down, pocos estudios han investigado la interacción madre-infante -en términos de la calidad emocional en general de la interacción de la díada -y sus efectos en el juego del niño. En este estudio, participó un grupo muestra de 28 niños con síndrome de Down (M edad = 3 años). En particular, queríamos verificar si la presencia de la madre en un contexto interaccional afecta el juego exploratorio y simbólico del niño con síndrome de Down, así como la interrelación entre el nivel de juego del niño y la disponibilidad emocional de la díada. Los niños mostraron significativamente más juego exploratorio durante la colaboración en el juego con madres que durante los momentos de juego solitario. Sin embargo, el efecto maternal sobre el juego simbólico del niño fue mayor en aquellos niños cuyas madres eran altamente sensibles, con relación a los niños cuyas madres mostraron más baja sensibilidad; aquéllos mostraron más juego simbólico queéstos durante las sesiones de juego colaborativo. Los resultados ofrecen alguna evidencia de que la disponibilidad emocional de la díada y el nivel de juego del niño están asociados en los casos de niños con síndrome de Down, consistente con la hipótesis de que las interacciones díadicas basadas en un saludable nivel de involucramiento emocional pudieran llevar a un...

show abstract

“…It is noteworthy that a lack of varied, spontaneous make-believe play is one of the four possible features of the impairment in communication in the DSM-IV (APA, 1994). Functional and symbolic play have been found to be significantly correlated with receptive and expressive language (Mundy, Sigman, Ungerer, & Sherman, 1987;Sigman & Ruskin, 1999), suggesting a shared symbolic deficit.…”

Section: Core Social Communication Deficits In Preschool Children Witmentioning

confidence: 99%

Early Indicators of Autism Spectrum Disorders in the Second Year of Life

Wetherby

Woods

Allen

et al. 2004

J Autism Dev Disord

462

367

View full text Add to dashboard Cite

Three groups of 18 children were selected for this study, one group with autism spectrum disorders (ASD), one group with developmental delays in which ASD was ruled out (DD), and one group with typical development (TD), from a pool of 3026 children who were screened with the Communication and Symbolic Behavior Scales Developmental Profile (CSBS DP, Wetherby & Prizant, 2002) Infant-Toddler Checklist under 24 months of age. The CSBS DP Behavior Sample was videotaped on selected children as a second-level evaluation during the second year of life. The Infant-Toddler Checklist had a sensitivity and specificity of 88.9% for this sample of children. Significant group differences were found on the Infant-Toddler Checklist and the Behavior Sample, however, these differences did not distinguish children with ASD and DD with high accuracy. The videotapes of the Behavior Sample were reanalyzed to identify red flags of ASD. Nine red flags differentiated children in the ASD group from both the DD and TD groups and four red flags differentiated children in the ASD Group from the TD group but not the DD group. These 13 red flags were found to discriminate the three groups with a correct classification rate of 94.4%.

show abstract

Nonverbal communication and play correlates of language development in autistic children

Cited by 200 publications

References 22 publications

Language outcomes of toddlers with autism spectrum disorders: a two year follow‐up

Language outcomes of toddlers with autism spectrum disorders: a two year follow‐up

Play and emotional availability in young children with Down syndrome

Early Indicators of Autism Spectrum Disorders in the Second Year of Life

Contact Info

Product

Resources

About