The Role of Supported Joint Engagement and Parent Utterances in Language and Social Communication Development in Children with Autism Spectrum Disorder
The Role of Supported Joint Engagement and Parent Utterances in Language and Social Communication Development in Children with Autism Spectrum Disorder
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DOI：
10.1007/s10803-014-2092-z
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发表时间：
2014-09-01
影响因子：
3.9
通讯作者：
Watson, Linda R.
中科院分区：
文献类型：
--
作者：
Bottema-Beutel, Kristen;Yoder, Paul J.;Watson, Linda R.
本研究在63名学龄前自闭症谱系障碍儿童中，在8个月的随访中检查了三种亲子参与状态与社会沟通，表达性语言和接受性语言之间的关联。我们扩展文献支持联合参与划分为高阶（HSJE）和低阶类型，HSJE涉及更大的互惠性玩具。我们还研究了父母的后续话语，同时发生在每个国家。我们发现，只有HSJE预测后来的社会交往和表达性语言，而对象参与预测接受性语言。当控制其他参与状态下的HSJE + FI时，HSJE结合后续话语（HSJE+FI）预测所有三个结果。当控制总HSJE时，HSJE+FI可以预测接受性语言。
This study examined associations between three parent-child engagement states and social communication, expressive language, and receptive language at 8 month follow-up, in 63 preschool-age children with autism spectrum disorder. We extend the literature on supported joint engagement by dividing this state into higher order (HSJE) and lower order types, with HSJE involving greater reciprocity in toy play. We also examined parents' follow-in utterances that co-occurred with each state. We found that only HSJE predicts later social communication and expressive language, while object engagement predicts receptive language. HSJE combined with follow-in utterances (HSJE+FI) predicts all three outcomes when controlling for HSJE+FI in other engagement states. When controlling for total HSJE, HSJE+FI is predictive of receptive language.