Are minimally verbal autistic children's modality and form of communication associated with parent responsivity?
Are minimally verbal autistic children's modality and form of communication associated with parent responsivity?
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DOI：
10.1002/aur.3131
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发表时间：
2024-05-01
期刊：
影响因子：
4.7
通讯作者：
Tager-Flusberg，Helen
中科院分区：
文献类型：
--
作者：
La Valle，Chelsea;Shen，Lue;Tager-Flusberg，Helen
之前的研究研究了自闭症儿童在社交互动中如何使用手势交流。然而，互动是社会伙伴之间的交流。考虑到父母的反应性对儿童沟通发展的影响，检查亲子社交互动至关重要。具体来说，父母的反应在语义上取决于孩子的交流，在进一步塑造孩子的语言学习方面发挥着重要作用。本研究探讨了 MV 自闭症儿童（N=47；48-95 个月；10 名女性）的沟通方式和形式是否与家庭亲子互动 (PCI) 期间父母的反应性相关。 PCI 是使用自然语言抽样方法收集的，并针对儿童的方式和沟通形式以及家长的反应进行编码。 Kruskal-Wallis H 测试的结果显示，基于儿童沟通方式（口语、手势、手势-语音组合和 AAC）和沟通形式（精确与不精确），父母的语义相关反应没有显着差异。研究结果强调了检查 MV 自闭症儿童多种沟通方式和形式的重要性，以更全面地了解他们的沟通能力；并强调纳入互动交流模型，以检查儿童对父母反应的输入，以进一步塑造语言学习体验。
Prior work examined how minimally verbal (MV) children with autism used their gestural communication during social interactions. However, interactions are exchanges between social partners. Examining parent–child social interactions is critically important given the influence of parent responsivity on children's communicative development. Specifically, parent responses that are semantically contingent to the child's communication plays an important role in further shaping children's language learning. This study examines whether MV autistic children's (N= 47; 48–95 months; 10 females) modality and form of communication are associated with parent responsivity during an in‐home parent–child interaction (PCI). The PCI was collected using natural language sampling methods and coded for child modality and form of communication and parent responses. Findings from Kruskal‐Wallis H tests revealed that there was no significant difference in parent semantically contingent responses based on child communication modality (spoken language, gesture, gesture‐speech combinations, and AAC) and form of communication (precise vs. imprecise). Findings highlight the importance of examining multiple modalities and forms of communication in MV children with autism to obtain a more comprehensive understanding of their communication abilities; and underscore the inclusion of interactionist models of communication to examine children's input on parent responses in further shaping language learning experiences.