Social engagement with parents in 11-month-old siblings at high and low genetic risk for autism spectrum disorder

Campbell, Susan B.; Leezenbaum, Nina B.; Mahoney, Amanda S.; Day, Taylor N.; Schmidt, Emily N.

doi:10.1177/1362361314555146

Cited by 42 publications

(76 citation statements)

References 34 publications

(71 reference statements)

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“…In two prior reports from this study, with overlapping samples (Campbell et al 2015a, b), we found that HR infants with a diagnosis were less engaged with parents during free play at 11 months than either the LR or HR-noASD infants. At 22 months, they were also less likely to solicit their parents during an empathy probe when they were confronted with a “crying baby.” Thus, across three different types of laboratory situations and at two ages, HR siblings who received a diagnosis of ASD showed less interest in social interaction with their parents.…”

Section: Discussionsupporting

confidence: 51%

“…Despite the group differences in children’s social interest and shared enjoyment with parents, the parents of the diagnosed children did not differ from the parents of LR children at either 11 (Campbell et al 2015a) or 22 months. At both ages, we rated parent behavior during a free play interaction using well-validated ratings of parent sensitivity and warmth as well as stimulation of cognitive development (NICHD ECCRN 1999).…”

Section: Discussionmentioning

confidence: 81%

“…Although the majority of parents in both groups had at least a college degree (72.5 %), the LR parents as a group were more highly educated than the parents of the HR toddlers. This sample overlaps with, but is not identical to those included in two recent publications (Campbell et al 2015a, b). …”

Section: Methodsmentioning

confidence: 93%

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Pretend Play and Social Engagement in Toddlers at High and Low Genetic Risk for Autism Spectrum Disorder

Campbell

Leezenbaum

Mahoney

et al. 2016

J Autism Dev Disord

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Toddlers with an older sibling with autism spectrum disorder (ASD) and low risk (LR) toddlers with typically-developing older siblings were observed during free play with a parent and elicited pretend with an examiner at 22-months. Functional and pretend play, children’s social engagement, and parent sensitivity were assessed during free play. Complexity of play was assessed during the elicited pretend task. Toddlers with an ASD diagnosis showed less pretend play across contexts and less social engagement with parents or the examiner than either LR toddlers or high risk toddlers without a diagnosis (HR-noASD). Lower levels of pretend play and social engagement were associated with symptom severity within the high risk group, reflecting emerging ASD in toddlerhood.

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Section: Discussionsupporting

confidence: 51%

Section: Discussionmentioning

confidence: 81%

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Pretend Play and Social Engagement in Toddlers at High and Low Genetic Risk for Autism Spectrum Disorder

Campbell

Leezenbaum

Mahoney

et al. 2016

J Autism Dev Disord

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“…Studying these infants allows for the prospective study of ASD. Previous research has found relatively comparable early language environments of infants with and without a family history of ASD [Campbell, Leezenbaum, Mahoney, Day, & Schmidt, ; Northrup & Iverson, ; Swanson et al, ; Talbott, Nelson, & Tager‐Flusberg, ], while some subtle differences in the timing and synchrony of parent–child interactions have been reported [Northrup & Iverson, ; Wan et al, ]. Studies of older children with ASD showed that responsive caregiver language was associated with better joint attention and language skills [Bottema‐Beutel, Yoder, Hochman, & Watson, ; McDuffie & Yoder, ; Siller & Sigman, , ].…”

Section: Introductionmentioning

confidence: 99%

Early language exposure supports later language skills in infants with and without autism

et al. 2019

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The way that parents communicate with their typically developing infants is associated with later infant language development. Here we aim to show that these associations are observed in infants subsequently diagnosed with autism spectrum disorder (ASD). This study had three groups: high‐familial‐risk infants who did not have ASD (n = 46); high‐familial‐risk infants who had ASD (n = 14); and low‐familial‐risk infants who exhibited typical development (n = 36). All‐day home language recordings were collected at 9 and 15 months, and language skills were assessed at 24 months. Across all infants in the study, including those with ASD, a richer home language environment (e.g., hearing more adult words and experiencing more conversational turns) at 9 and 15 months was associated with better language skills. Higher parental educational attainment was associated with a richer home language environment. Mediation analyses showed that the effect of education on child language skills was explained by the richness of the home language environment. Exploratory analyses revealed that typically developing infants experience an increase in caregiver–child conversational turns across 9–15 months, a pattern not seen in children with ASD. The current study shows that parent behavior during the earliest stages of life can have a significant impact on later development, highlighting the home language environment as means to support development in infants with ASD. Autism Res 2019, 12: 1784–1795. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary It has long been understood that caregiver speech supports language skills in typically developing infants. In this study, parents of infants who were later diagnosed with ASD and parents of infants in the control groups completed all‐day home language recordings. We found that for all infants in our study, those who heard more caregiver speech had better language skills later in life. Parental education level was also related to how much caregiver speech an infant experienced.

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“…high-risk siblings). High-risk siblings later diagnosed with ASD exhibit atypicalities in gaze-related behavior in the first year of life, including reduced frequency of eye contact (Bryson et al, 2007; Zwaigenbaum et al, 2005), joint attention (Ibañez et al, 2013), social engagement (Campbell et al, 2014), and attentiveness to a parent (Wan et al, 2013). A common scenario in research settings, in which conditions need to be standardized across participants, is to measure infant social-communication behavior with an unfamiliar examiner.…”

Section: Introductionmentioning

confidence: 99%

Gaze to faces across interactive contexts in infants at heightened risk for autism

Gangi

Schwichtenberg

Iosif

et al. 2017

Autism

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Infant social-communicative behavior, such as gaze to the face of an interactive partner, is an important early developmental skill. Children with autism spectrum disorder exhibit atypicalities in social-communicative behavior, including gaze and eye contact. Behavioral differences in infancy may serve as early markers of autism spectrum disorder and help identify individuals at highest risk for developing the disorder. Researchers often assess social-communicative behavior in a single interactive context, such as during assessment with an unfamiliar examiner or play with a parent. Understanding whether infant behavior is consistent across such contexts is important for evaluating the validity of experimental paradigms and the generalizability of findings from one interactive context/partner to another. We examined infant gaze to the face of a social partner at 6, 9, and 12 months of age in infants who were later diagnosed with autism spectrum disorder, as well as low- and high-risk infants without autism spectrum disorder outcomes, across two interactive contexts: structured testing with an unfamiliar examiner and semi-structured play with a parent. By 9 months, infant gaze behavior was significantly associated between the two contexts. By 12 months, infants without autism spectrum disorder outcomes exhibited higher mean rates of gaze to faces during parent–child play than Mullen testing, while the gaze behavior of the autism spectrum disorder group did not differ by context—suggesting that infants developing autism spectrum disorder may be less sensitive to context or interactive partner. Findings support the validity of assessing infant social-communicative behavior during structured laboratory settings and suggest that infant behavior exhibits consistency across settings and interactive partners.

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Social engagement with parents in 11-month-old siblings at high and low genetic risk for autism spectrum disorder

Cited by 42 publications

References 34 publications

Pretend Play and Social Engagement in Toddlers at High and Low Genetic Risk for Autism Spectrum Disorder

Pretend Play and Social Engagement in Toddlers at High and Low Genetic Risk for Autism Spectrum Disorder

Early language exposure supports later language skills in infants with and without autism

Gaze to faces across interactive contexts in infants at heightened risk for autism

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