Responding to Joint Attention Across the 6- Through 24-Month Age Period and Early Language Acquisition

Morales, Michael J.; Mundy, Peter; Delgado, Christine E. F.; Yale, Marygrace E.; Messinger, Daniel S.; Neal, Rebecca A.; Schwartz, Heidi K.

doi:10.1016/s0193-3973(99)00040-4

Cited by 332 publications

(250 citation statements)

References 33 publications

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“…In typically developing children RJA was positively related to vocabulary between 6 and 18 months, but not at 21 or 24 months (Morales et al, 2000) and IJA was positively related to language at 21 and 26 months, but not at 31 months (Vuksanovic & Bjekic, 2013). These studies suggest that also for other joint attention variables associations with language are in particular apparent at younger ages, which is in line with our results.…”

Section: Ibrsupporting

confidence: 91%

Social-communicative abilities and language in preschoolers with autism spectrum disorders: Associations differ depending on language age

Paelt

Warreyn

Roeyers

2014

Research in Autism Spectrum Disorders

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The aim of this study was to look at the unique contributions of imitation, pretend play and joint attention to differences in receptive and expressive language. Associations between social-communicative and language abilities were assessed thoroughly in a large sample (N = 83) of preschoolers with ASD. We hypothesized that these associations are dependent of language age. Therefore the sample was divided in two subsamples based on either the receptive or expressive language age for each of the analyses.Results revealed that imitation, pretend play, response to joint attention and imperative and declarative joint attention, were all uniquely associated with language. However, these relationships were different for receptive and expressive language and they also differed depending on the language age of the children. While imitation and pretend play showed unique associations with language in children with a language age under 2 years old and children with a language age above 2 years old, joint attention abilities were only uniquely associated with language in children with the youngest language age.These findings lend support to the idea that social-communicative abilities are important intervention targets for children with ASD. INTRODUCTIONAutism spectrum disorder (ASD) is a heterogeneous disorder with great variability in outcome (Magiati, Moss, Charman, & Howlin, 2011). Despite the pervasive nature of ASD the development of children with this disorder can be influenced by intervention (Warren et al., 2011). Because a stable diagnosis is possible in 2-year-olds (Chawarska, Klin, Paul, Macari, & Volkmar, 2009), there is recently a greater emphasis on early intervention (Granpeesheh, Dixon, Tarbox, Kaplan, & Wilke, 2009). Early socialcommunicative abilities such as imitation, joint attention and pretend play are seen as important intervention targets, given the clear deficits observed in young children with ASD and the pivotal role these skills play in development (Lam & Yeung, 2012;Paparella, Goods, Freeman, & Kasari, 2011;Vanvuchelen, Roeyers, & De Weerdt, 2011b). Especially the association of these abilities with language has been studied extensively (e.g., Luyster, Kadlec, Carter, & Tager-Flusberg, 2008;Poon, Watson, Baranek, & Poe, 2012).The present study aims to investigate this association in a large sample of preschoolers with ASD with a more rigorous measurement of the social-communicative abilities than in previous research.Studying language in children with ASD is important, considering it is one of the variables most significantly associated with later outcome (Anderson, Oti, Lord, & Welch, 2009). Moreover a language delay is one of the first symptoms that raises parental concern (Wetherby et al., 2004). Imitation, joint attention and pretend play all play a role in language development. Children learn their first words by imitating their parents, which makes a relationship between imitation and language obvious. This expected association has been confirmed both in typical children (McE...

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Section: Ibrsupporting

confidence: 91%

Social-communicative abilities and language in preschoolers with autism spectrum disorders: Associations differ depending on language age

Paelt

Warreyn

Roeyers

2014

Research in Autism Spectrum Disorders

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“…For example, Mundy, Kasari, Sigman, and Ruskin (1995) found that the child's ability to respond to JA bids (point following) and social interaction skills (eliciting attention or engaging in turn-taking games) was predictive of later receptive language (r = 0.70 and 0.56) and somewhat more weakly to expressive language (r = 0.49 and 0.55). The predictive relation between responding to JA and receptive language has been replicated by other researchers (Morales, Mundy, & Rojas, 1998;Morales et al, 2000;Mundy & Gomes, 1998;Ulvund & Smith, 1996). In addition, Ulvund and Smith (1996) found that children's initiating of JA bids at 13 months could predict both receptive and expressive language at three years, and Mundy and Gomes (1998) reported a prediction from initiating JA at 16 months to both expressive and receptive language two months later.…”

Section: Early Social and Communicative Skillsmentioning

confidence: 64%

“…Another important aspect of the link between JA and language is that JA helps the child to connect the novel words that an adult expresses with the referent object (Baldwin, 1995;Morales et al, 2000). The adult can label the objects that the child shows an interest in and is motivated to learn about (Bruner, 1983;Dunham & Dunham, 1995;Mundy & Gomes, 1997).…”

Section: Early Social and Communicative Skillsmentioning

confidence: 99%

Exploring the relation between memory, gestural communication, and the emergence of language in infancy: a longitudinal study

Heimann

Strid

Smith

et al. 2006

Inf. Child Develop.

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The relationship between recall memory, visual recognition memory, social communication, and the emergence of language skills was measured in a longitudinal study. Thirty typically developing Swedish children were tested at 6, 9 and 14 months. The result showed that, in combination, visual recognition memory at 6 months, deferred imitation at 9 months and turn-taking skills at 14 months could explain 41% of the variance in the infants' production of communicative gestures as measured by a Swedish variant of the MacArthur Communicative Development Inventories (CDI). In this statistical model, deferred imitation stood out as the strongest predictor.

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“…These deviances vary from abnormal low frequency of gaze behavior (Hutt and Ounsted 1966;Kasari et al 1993;Pedersen et al 1989), and different 'patterns' of gaze (Carpenter et al 2002) to abnormal timing rather than low amount of gaze (Buitelaar et al 1991;Van Engeland et al 1985;Willemsen-Swinkels et al 1998). The deviant timing of social gaze behavior may lead to asynchronies in the interaction between child and parent, and thus to impaired joint attention behaviors (Morales et al 2000).…”

Section: Joint Attention Attachment and Autismmentioning

confidence: 99%

Joint Attention and Attachment in Toddlers with Autism

Naber

Swinkels

Buitelaar

et al. 2007

J Abnorm Child Psychol

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Joint attention is often referred to as a triadic relation between self, other and object. Young children with autism show deficiencies in the use of joint attention behaviors. Individual differences may be expected, and they may be determined by the children's cognitive development or the characteristics of the relationship of the child with the caregiver. Although most joint attention skills develop under the age of three, most studies of joint attention in children with autism involved children older than 3 years of age, due to difficulties in diagnosing autism under this age. In this study we investigated joint attention behaviors of 78 young children (mean age 25.7 months, SD 6.1) with autism spectrum disorders (n=20), other developmental delays (n=18), and typically developing children (n=40). Following the pertinent literature and confirmed by factor analysis, two types of joint attention behaviors were distinguished, Basic Joint Attention (BJA) and Associated Joint Attention (AJA). We found that cognitive delays and autistic symptoms-but not attachment insecurity or disorganization-were related to less joint attention. Already at the age of 2 years, children with more autistic symptoms show less joint attention, even after controlling for developmental level.

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Responding to Joint Attention Across the 6- Through 24-Month Age Period and Early Language Acquisition

Cited by 332 publications

References 33 publications

Social-communicative abilities and language in preschoolers with autism spectrum disorders: Associations differ depending on language age

Social-communicative abilities and language in preschoolers with autism spectrum disorders: Associations differ depending on language age

Exploring the relation between memory, gestural communication, and the emergence of language in infancy: a longitudinal study

Joint Attention and Attachment in Toddlers with Autism

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