Assessing Social and Communication Skills in Infancy

Seibert, Jeffrey M.; Hogan, Anne; Mundy, Peter

doi:10.1177/027112148700700205

Cited by 11 publications

(11 citation statements)

References 5 publications

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“…For example, McEvoy and colleagues 21 assessed preschool-age children with ASD, developmental delay, and TD. Children completed a battery of executive function tasks, and the Early Social Communication Scales 69 was used to measure joint attention and social interaction. The authors found that the children with ASD had lower scores in social interaction compared with the other two groups.…”

Section: The Relationship Between Executive Function and Language In Asdmentioning

confidence: 99%

A Review of Language, Executive Function, and Intervention in Autism Spectrum Disorder

Friedman

Sterling

2019

Semin Speech Lang

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Difficulties with both executive functions and language skills are common but variable in autism spectrum disorder (ASD). Executive functions and language skills are related to one another, such that vocabulary, syntax, and pragmatics are related to domains of working memory, shifting, and inhibition in ASD, although the directionality of these relationships remains unclear. Moreover, interventions that target pragmatic ability have been found to improve executive function skills, and conversely, executive function interventions are linked with improvements in social skills in children with ASD. We review the literature on executive functions, language skills, and their relationship in ASD; discuss factors that may be driving inconsistent findings; and explore clinical applications from the research thus far.Learning Outcomes: As a result of this activity, the reader will be able to (1) explain the relationship between executive functions and language in ASD; (2) describe how targeted interventions may impact executive function or language performance in ASD; and (3) explain how various executive function task features and inclusion of different comparison groups may yield distinctive findings.Autism spectrum disorder (ASD) is a neurodevelopmental disorder that is behaviorally diagnosed and is characterized by deficits in social communication and the presence of restricted and repetitive patterns of behavior. 1 Recent estimates from the Centers for Disease Control and Prevention indicate that this disorder affects approximately 1 in 59 children. 2

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Section: The Relationship Between Executive Function and Language In Asdmentioning

confidence: 99%

A Review of Language, Executive Function, and Intervention in Autism Spectrum Disorder

Friedman

Sterling

2019

Semin Speech Lang

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“…Bruner (1981) identified three major communicative functions that typically emerge by the end of the first year of life, including behavior regulation (requesting actions/objects), social interaction (drawing attention to self), and joint attention (directing another’s attention to object/event to share interest). Young children use gestures to communicate for these three functions or intentions (Crais et al., 2004), which are often evaluated on assessment measures of prelinguistic communication in young children (Seibert, Hogan, & Mundy, 1987; Wetherby & Prizant, 2002).…”

Section: Introductionmentioning

confidence: 99%

“…Initiating Joint Attention (IJA) and Initiating Behavior Regulation (IBR) are also terms commonly used to classify the communicative function of deictic gestures. Specifically, the Early Social and Communication Scales (ESCS), a measure of prelinguistic communication, categorizes deictic gestures using the terms IJA and IBR (Seibert et al., 1987). As defined on the ESCS, IJA (high level) includes pointing or showing to initiate shared attention to objects or events with another person (declarative/commenting).…”

Section: Introductionmentioning

confidence: 99%

A scoping review of deictic gesture use in toddlers with or at-risk for autism spectrum disorder

Manwaring

Stevens

Mowdood

et al. 2018

Autism & Developmental Language Impairments

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Background and aims Young children use deictic gestures, such as pointing, to indicate referents in their immediate environment. Early deictic gesture use is important in facilitating the development of language. In toddlers with or at-risk for autism spectrum disorder, the emergence and use of gestures may be delayed, and deficits in deictic gesture may inform clinical practice regarding early identification, differential diagnosis, and early intervention. The aim of this scoping review was to investigate the extent to which deictic gesture use has been examined in young children with or at-risk for autism spectrum disorder ≤ 36 months of age. Methods Four databases (PubMed, PsycINFO, CINAHL, and ERIC) were comprehensively searched for relevant articles. Articles were reviewed in two phases: titles and abstracts followed by full text. Key variables related to participant/study characteristics and group differences on deictic gesture use were extracted. A narrative review was used to synthesize findings across studies. Main contribution Nineteen studies met inclusion criteria – 12 studies of toddlers with autism spectrum disorder and 7 studies of high-risk infant siblings of children diagnosed with autism spectrum disorder. Overall, toddlers with autism spectrum disorder were found to demonstrate reduced gesture use across deictic gesture types and ages compared to those with typical development. Findings were more variable when comparing toddlers with autism spectrum disorder to those with other developmental delays and in high-risk infant sibling studies. Although only measured in a limited number of studies, results suggest differences in gesture use in toddlers with autism spectrum disorder based on communicative function. Conclusions This review provides insight into the gesture use of toddlers with or at-risk for autism spectrum disorder. Results indicate the particular types of deictic gestures that may be delayed and the age ranges we might expect to observe these deficits in toddlers with autism spectrum disorder compared to those with typical development and other developmental delay groups. Results also reveal variability across studies in the measurement of gestures, and highlight where gaps remain in understanding deictic gesture use in young children with autism spectrum disorder. Implications Findings have research and clinical implications related to profiling and targeting gesture use as part of the assessment and treatment process, including identifying patterns of strength and weakness in deictic gesture use of young children with or at-risk for autism spectrum disorder.

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“…progresses, the child eventually emits various combinations of joint attention behaviors such as gaze shifting, pointing, and verbalizing (Oyabu, 2004;Seibert, Hogan, & Mundy, 1987;Tomasello, 1995).…”

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confidence: 99%

Functional training for initiating joint attention in children with autism

Naoi

Tsuchiya²,

Yamamoto

et al. 2008

Research in Developmental Disabilities

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The present study aimed to examine the controlling variables for initiating joint attention (IJA) in three children with autism. During the baseline, target objects were presented in a location where the child could see them, but the adult could not, and the emergence of IJA was assessed. Children with autism showed some IJA skills during the baseline, but none initiated pointing. In training, the motivating operation for IJA was manipulated by using each child's preferred materials as targets of joint attention. It was found that more frequent and functional joint attention behaviors were emitted following training. The present study suggests that difficulties in IJA in children with autism could be partly explained by restricted interests in children with autism.

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Assessing Social and Communication Skills in Infancy

Cited by 11 publications

References 5 publications

A Review of Language, Executive Function, and Intervention in Autism Spectrum Disorder

A Review of Language, Executive Function, and Intervention in Autism Spectrum Disorder

A scoping review of deictic gesture use in toddlers with or at-risk for autism spectrum disorder

Functional training for initiating joint attention in children with autism

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