To What Extent Do Joint Attention, Imitation, and Object Play Behaviors in Infancy Predict Later Communication and Intellectual Functioning in ASD?

Abstract

The extent to which early social communication behaviors predict later communication and intellectual outcomes was investigated via retrospective video analysis. Joint attention, imitation, and complex object play behaviors were coded from edited home videos featuring scenes of 29 children with ASD at 9–12 and/or 15–18 months. A quantitative interval recording of behavior and a qualitative rating of the developmental level were applied. Social communication behaviors increased between 9–12 and 15–18 months. Their mean level during infancy, but not the rate of change, predicted both Vineland Communication scores and intellectual functioning at 3–7 years. The two methods of measurement yielded similar results. Thus, early social communicative behaviors may play pivotal roles in the development of subsequent communication and intellectual functioning.

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

“…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).…”

“…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).…”

Tablets for two: How dual tablets can facilitate other-awareness and communication in learning disabled children with autism

“…Joint attention and imitation are associated with language development in children with autism (Charman, 2003;Kasari et al, 2012;Poon et al, 2012;Toth et al, 2006;Williams et al, 2004). Therefore, it would be profitable to assess whether dual tablets used to promote imitation through joint activities have potential as an intervention to support language development in LDA children.…”

“…These impairments are considered fundamental in affecting their long-term outcome, since, in children with autism, better joint attention and imitation skills are robustly associated prospectively with superior language development (Charman, 2003;Kasari, Gulsrud, Freeman, Paparella, & Hellemann, 2012;Poon, Watson, Baranek, & Poe, 2012;Toth, Munson, Meltzoff, & Dawson, 2006;Williams et al, 2004). Furthermore, the fundamental abilities of joint attention and imitation are seen as prerequisites for participation in collaborative activities (Colombi et al, 2009) and hence a possible reason for deficits in the capacity of children with autism to cooperate (Liebal et al, 2008).…”

Software model «INFANT.MAVS» for studying psychophysiological state of infants

“…Ранняя стимуляция явля-ется необходимым условием дальнейшего нормального когнитивного развития и социальной адаптации детей. К примеру, известно, что спо-собность ребенка к мимической и звуковой имитации является пред-посылкой для развития коммуникативных способностей [10]. В соот-ветствии с этими данными, предполагается использование модели в научных исследованиях раннего психофизиологического развития де-тей, воспитывающихся в условиях семьи и дома ребенка.…”