Modeling longitudinal change in the language abilities of children with autism: Parent behaviors and child characteristics as predictors of change.

Siller, Michael; Sigman, Marian

doi:10.1037/a0013771

Cited by 314 publications

(279 citation statements)

References 54 publications

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“…However, in this study, a significant correlation was found between the IJA and RJA skills of children with ASD, which is in line with the results of some other studies in young children with ASD (e.g., Bono, Daley, and Sigman, 2004;Dawson et al, 2004;Siller andSigman, 2008, Toth, Munson, Meltzoff, Dawson, 2006). Even after controlling for mental age, a significant correlation was found between RJA and IJA skills (on a lower level).…”

Section: Initiation Of Joint Attention Skillssupporting

confidence: 92%

Exploring the Nature of Joint Attention Impairments in Young Children with Autism Spectrum Disorder: Associated Social and Cognitive Skills

Schietecatte

Roeyers

Warreyn

2011

J Autism Dev Disord

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Exploring the nature of joint attention impairments in young children with autism spectrum disorder: associated social and cognitive skills. AbstractIt is generally accepted that joint attention skills are impaired in children with autism spectrum disorder (ASD). In this study, social preference, attention disengagement and intention understanding, assumed to be associated with the development of joint attention, are explored in relation to joint attention skills in children with ASD at the age of 36 months.Response to joint attention was related to intention understanding, whereas the number of joint attention initiations was associated with attention disengagement, and somewhat less stronger with social preference. The level on which children initiated joint attention was related to social preference. Possible interpretations of these findings are discussed.

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Section: Initiation Of Joint Attention Skillssupporting

confidence: 92%

Exploring the Nature of Joint Attention Impairments in Young Children with Autism Spectrum Disorder: Associated Social and Cognitive Skills

Schietecatte

Roeyers

Warreyn

2011

J Autism Dev Disord

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“…On the one hand, as has been demonstrated for typically developing children, children with autism who experience sensitive parenting in the absence of frightened/frightening/dissociative behaviors outlined by Hesse and Main (2006) may be more likely to form secure attachments, which in turn support the development of their social and language skills. Indeed, Siller and Sigman (2002, 2008) have already documented a predictive relationship between responsive behavior – specifically, the degree to which mothers are able to synchronize their vocal behavior with their child’s focus of attention – and growth in language in children with autism. On the other hand, the level of socio-emotional and cognitive functioning in children with autism may affect their caregiver’s ability to perceive and read their signals and thus constrain the parent’s ability to respond consistently to these signals.…”

Section: Discussionmentioning

confidence: 99%

A short-term longitudinal study of correlates and sequelae of attachment security in autism

Rozga

Hesse

Main

et al. 2017

Attachment & Human Development

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In this short-term longitudinal study, 30 preschool-aged children with autism were first observed in Ainsworth’s Strange Situation Procedure and, separately, interacting with the primary caregiver in the home. One year later, each child completed both a developmental assessment and an observational assessment of empathic responding. Behaviors typical for children with autism were distinguished from behaviors suggestive of relationally based attachment disorganization. Forty-five percent of the children were classified as securely attached. The secure group demonstrated language skills superior to those of the insecurely attached group, concurrently and during the follow-up. Compared to parents of children who were insecurely attached, parents of securely attached children were rated as more sensitive. Compared to both organized insecure and disorganized children, secure children were rated as more responsive to an examiner’s apparent distress during the follow-up relative to their ratings at intake, whereas empathy ratings of children with insecure classifications did not increase. Importantly, attachment security was associated with empathy above and beyond the contribution of children’s language level. These results indicate that the sequelae of attachment security in autism may be similar to those documented for typically developing children.

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“…Toddlers with ASD who achieved "good" language outcomes (an age-equivalent [AE] score above 30 months on the Vineland Adaptive Behavior Expressive Communication Scale) had better RJA skills than those with "poor" outcomes (Paul et al, 2008). Preschoolers with ASD with better RJA skills demonstrated faster language acquisition than those who were initially less responsive (Siller & Sigman, 2008). Sociocognitive skills, including RJA, at 2.5 to 3.5 years of age were the strongest predictors of social communication problems at 9 to 11 years of age (Chiat & Roy, 2013).…”

Section: Variables That Influence Language Development In Toddlers Wimentioning

confidence: 99%

Using Spoken Language Benchmarks to Characterize the Expressive Language Skills of Young Children With Autism Spectrum Disorders

Ellawadi

Weismer

2015

Am J Speech Lang Pathol

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Purpose Spoken language benchmarks proposed by Tager-Flusberg et al. (2009) were used to characterize communication profiles of toddlers with autism spectrum disorders and to investigate if there were differences in variables hypothesized to influence language development at different benchmark levels. Method The communication abilities of a large sample of toddlers with autism spectrum disorders ( N = 105) were characterized in terms of spoken language benchmarks. The toddlers were grouped according to these benchmarks to investigate whether there were differences in selected variables across benchmark groups at a mean age of 2.5 years. Results The majority of children in the sample presented with uneven communication profiles with relative strengths in phonology and significant weaknesses in pragmatics. When children were grouped according to one expressive language domain, across-group differences were observed in response to joint attention and gestures but not cognition or restricted and repetitive behaviors. Conclusion The spoken language benchmarks are useful for characterizing early communication profiles and investigating features that influence expressive language growth.

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Modeling longitudinal change in the language abilities of children with autism: Parent behaviors and child characteristics as predictors of change.

Cited by 314 publications

References 54 publications

Exploring the Nature of Joint Attention Impairments in Young Children with Autism Spectrum Disorder: Associated Social and Cognitive Skills

Exploring the Nature of Joint Attention Impairments in Young Children with Autism Spectrum Disorder: Associated Social and Cognitive Skills

A short-term longitudinal study of correlates and sequelae of attachment security in autism

Using Spoken Language Benchmarks to Characterize the Expressive Language Skills of Young Children With Autism Spectrum Disorders

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