Rating Parent–Child Interactions: Joint Engagement, Communication Dynamics, and Shared Topics in Autism, Down Syndrome, and Typical Development

Abstract

A battery of 17 rating items were applied to video records of typically-developing toddlers and young children with autism and Down syndrome interacting with their parents during the Communication Play Protocol. This battery provided a reliable and broad view of the joint engagement triad of child, partner, and shared topic. Ratings of the child’s joint engagement correlated very strongly with state coding of joint engagement and replicated the findings that coordinated joint engagement was less likely in children with autism and symbol-infused joint engagement was less likely in children with Down syndrome. Ratings of other child actions, of parent contributions, and of shared topics and communicative dynamics also documented pervasive variations related to diagnosis, language facility, and communicative context.

Bilingualism as Conceptualized and Bilingualism as Lived: A Critical Examination of the Monolingual Socialization of a Child with Autism in a Bilingual Family

“…In addition, when conversational partners were attuned to his interactional attempts, coordinated with his interactional moves, and provided him with contextualized interactional scaffolds, he was also more likely to maintain interactional alignment. This is consistent with a well-established literature showing the significance of caregiver coordination and scaffolding for joint engagement in children with ASD (Adamson et al 2012). These findings suggest the need for viewing bilingual interactions between parents and children with ASD as an interactional achievement not primarily defined by the management of two codes, but by the coordination of meaning within a unified pragmatic field.…”

“…Like many emerging language users with ASD, the degree to which Oscar understood his conversational partners and what they expected of him was heavily dependent on the availability of contextual and interactional cues (Adamson et al 2012). Oscar's family members used a variety of strategies to establish and maintain interactional alignment with him, including for example, drawing his attention to a particular focus; moving to be in his attentional focus; adapting talk to child-initiated or contextually relevant topics; repeating utterances in whole or in part; and physically demonstrating what they expect Oscar to do.…”

Consideração da idade mental na avaliação do vocabulário expressivo de crianças com Síndrome de Down

“…No statistically significant difference was verified between the three groups evaluated. Literature highlights the heterogeneity in the performance pattern of children with DS 2,[10][11][12][13][14][15][16]29 . and no designation.…”

“…It is necessary to consider the innumerable intrinsic and extrinsic variables that influence the cognitive and language development, which culminate in the heterogeneity of the personal functioning found in children with DS [10][11][12][13][14][15][16] . However, some authors have pointed out the neuropsychological profile of the child with DS is characterized by the lack of homogeneity in development between the cognitive and language skills with a bigger language impairment 17 .…”

“…There is also a possibility of maladaptive behaviors, which directly influence lexical development and communication skills 5,6,11,18 .…”