Parental Behaviors And Child Expressive Language Ability As Predictors Of Peer Social Competence For Young Children With And Without Autism PDF Download

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Parental Behaviors and Child Expressive Language Ability as Predictors of Peer Social Competence for Young Children with and Without Autism

Parental Behaviors and Child Expressive Language Ability as Predictors of Peer Social Competence for Young Children with and Without Autism
Author: Holly Paymon
Publisher:
Total Pages: 102
Release: 2019
Genre: Children
ISBN:
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"Children with autism experience deficits in social and communication skills compared to their typically developing peers. Quality parental behaviors during dyadic interactions and children's expressive language ability could be important predictors of peer social competence during early childhood, especially for children with autism. This study examines the relations between parental behaviors, child expressive language ability, and peer social competence for children with autism spectrum disorder (ASD) and a comparison group of typically developing (TD) children. Secondary data from the Early Childhood Longitudinal Study--Birth Cohort (ECLS-B), a nationally representative longitudinal study following a sample of children born in the U.S. in 2001 from birth through kindergarten entry, were analyzed. Two subgroups of young children with and without a parent-reported diagnosis of autism were analyzed to understand the relative importance of parental behaviors and child expressive language ability in explaining peer social competence in kindergarten. Parental sensitivity, parental emotional supportiveness, and parental stimulation of cognitive development were hypothesized to particularly increase peer social competence for children with autism, relative to typically developing children. Additionally, it was hypothesized that parental intrusiveness, may have a lower negative impact, or possibly even a positive impact, on peer social competence, when autism is present, relative to typically developing children. Parent and child behaviors were examined using a dyadic and interactive Two Bags Task. Child expressive language ability was measured using parent reports of children's expressive vocabulary usage. Peer social competence was measured from teacher responses to five items from the Preschool and Kindergarten Learning Behavior Scales--Second Edition (PKBS-2). Results showed between- and within-group differences across time for ASD and TD groups. Children with autism demonstrated lower peer social competence in kindergarten, compared to their typically developing peers. Main effects were found for child expressive language ability and parental intrusiveness on peer social competence in kindergarten. Specifically, child expressive language ability (at both waves 2 and 3) was positively associated with peer social competence such that higher levels of child expressive language ability were associated with greater peer competence in kindergarten. Parental intrusiveness (at both waves) was negatively associated with peer social competence, such that higher parental intrusiveness was associated with less peer social competence in kindergarten. Positive interaction effects were also found for autism and parental stimulation of cognitive development (at wave 3) as well as autism and child expressive language ability (at both waves) on peer social competence in kindergarten. Thus, for children with autism, parental stimulation of cognitive development (at wave 3) and child expressive language ability (at both waves) had stronger positive impacts on peer social competence in kindergarten, relative to typically developing children. Results of the present study are discussed in terms of potential interventions for improving the quality of parent-child interactions and the importance of fostering language and peer social competence during early childhood for children with autism."--Abstract from author supplied metadata

Peer Relationships in School-age Children with Autism

Peer Relationships in School-age Children with Autism
Author: Amy Rodda
Publisher:
Total Pages: 93
Release: 2016
Genre: Autistic children
ISBN:
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This study investigated contributors to peer competence and friendship quality in 26 children with autism (age M=11.7 years, SD=.72; 20 boys, 6 girls) and 25 children with typical development (TD; age M=10.2 years, SD=1.5; 18 boys, 7 girls). Peer competence was indicated by a child's ability to use prosocial behaviors to interact with peers. Friendship quality was indicated by a child's interactions with one specific "focus" friend. Both outcomes were assessed via parent report. Prior to this dissertation, parents and children with autism at age 4 years completed a play task that captured mutual responsiveness behaviors, defined as two-part interactions in which a participant engaged his or her partner, and the partner responded positively. The play task was coded with two coding systems: the Relationship Affect Coding System (RACS) and Coder Impressions (Co-Imps). For the purposes of this dissertation, three subdomains of mutual responsiveness were created using the RACS and Co-Imps: Micro Responsiveness, Shared Control, and Global Impressions. Results revealed that group (autism or TD) and language together concurrently predicted peer competence and friendship quality. Furthermore, group uniquely contributed to peer competence, and language uniquely contributed to friendship quality. Together, the three subdomains of mutual responsiveness between parents and children with autism at age 4 years did not longitudinally predict peer competence or friendship quality at age 10 years. A trend toward significance was detected between Shared Control, i.e. children's attempts to influence parents' behavior, and peer competence, but a follow-up analysis did not reach significance. Children who had more control in the play interaction at age 4 years had higher peer competence at age 10 years. Furthermore, two subdomains of mutual responsiveness, Global Impressions and Shared Control, were correlated with language abilities at age 4 years. Specifically, children who were in more globally responsive dyads and who had more control during play with their parents had better language abilities. This is the first study to describe unique contributions of group and language to peer competence and friendship quality. In addition, language appeared to play an important role to social outcomes for children with autism, as demonstrated by linkages between language and mutual responsiveness at age 4 years and language and friendship quality at age 10 years.

Maternal Responsiveness

Maternal Responsiveness
Author: Marc H. Bornstein
Publisher:
Total Pages: 128
Release: 1989
Genre: Psychology
ISBN:
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Parenting Matters

Parenting Matters
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
Total Pages: 525
Release: 2016-11-21
Genre: Social Science
ISBN: 0309388570
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Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.

Expressive Language as a Prospective Predictor of Externalizing Behaviors

Expressive Language as a Prospective Predictor of Externalizing Behaviors
Author: Johanna Carpenter
Publisher:
Total Pages: 107
Release: 2011
Genre:
ISBN:
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Relations between preschool-aged children's expressive language ability and externalizing behaviors remain poorly understood and may be moderated by other influences, including child sex, temperamental anger/frustration, receptive language, and adaptive communication skill (i.e., "real-world" usage of language). The present study used person- and variable-centered approaches to (a) identify meaningful classes of children based on these attributes, and (b) test for class-specific differences in the relation between expressive language and later externalizing behaviors. Participants were 144 preschool-aged children (M = 47.43 months; 51% male) who were recruited from semirural Head Start centers and assessed at two time points, approximately five months apart. Latent class analysis identified three classes of children: (a) the Typical Language/Higher Anger class (average language/communication abilities and higher anger/frustration), (b) the High Communication/Average Anger class (only female children with high adaptive communication and otherwise average attributes), and (c) the Verbally Competent/Lower Anger class (high language/communication abilities and lower anger/frustration). Expressive language negatively predicted Time 2 externalizing behaviors more strongly among the High Communication/Average Anger class, compared to the Typical Language/Higher Anger class. Across the entire sample, there was a negative predictive relation between expressive language and Time 2 externalizing behaviors, which was moderated by anger/frustration and adaptive communication. Overall, among children with competent skills in expressive language and at least one additional domain (e.g., higher adaptive communication, lower anger/frustration), higher expressive language more strongly predicted lower levels of Time 2 externalizing behaviors, relative to children with fewer concurrent competencies. Higher levels of expressive language were not related-or were less strongly related-to later externalizing behaviors among children with fewer concurrent competencies. Results underscore the proximal role of temperamental and adaptive communicative attributes in supporting expressive language usage and suggest different intervention strategies for children with different configurations of attributes.

Research Awards Index

Research Awards Index
Author:
Publisher:
Total Pages: 826
Release: 1987
Genre: Medicine
ISBN:
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Individual Differences in Theory of Mind

Individual Differences in Theory of Mind
Author: Betty Repacholi
Publisher: Psychology Press
Total Pages: 444
Release: 2004-03-01
Genre: Psychology
ISBN: 1135432333
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Over the last fifteen years, developmentalists, cognitive scientists, philosophers, educators and clinicians have considered the acquisition of a theory of mind - the capacity to predict and explain behavior on the basis of internal, subjective mental states - to be one of the crucial cognitive achievements of early childhood. This volume represents the first collection of work to address, empirically and conceptually, the topic of individual differences in theory of mind. It is also unique because it takes the reader beyond the preschool years, to explore theory of mind development in late childhood and adulthood.

Children with Autism

Children with Autism
Author: Marian Sigman
Publisher: Harvard University Press
Total Pages: 294
Release: 1997
Genre: Family & Relationships
ISBN: 9780674053137
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The authors combine clinical vignettes, research findings, methodological considerations and historical accounts.

Pathways Between Infant Nonverbal Referential Communication and the Quality of Later Parent-Child Interaction in the Context of Autism Risk

Pathways Between Infant Nonverbal Referential Communication and the Quality of Later Parent-Child Interaction in the Context of Autism Risk
Author: Caroline J Grantz
Publisher:
Total Pages:
Release: 2013
Genre:
ISBN:
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The parent-child relationship is a central forum for the development of social and communication competencies within the first two years of life, with both parents and infants contributing to the development of these abilities. Early infant nonverbal referential communication abilities have been posited to be key infant contributions to parent-child interactions. Nonverbal referential communication is frequently, but not always, associated with social competence in typically developing children, and is consistently related to social abilities in children with autism spectrum disorders (ASD). Nonverbal referential communication difficulties are characteristic in children with ASD, and the younger siblings of children with ASD (High-Risk infants) have demonstrated such impairments by two years of age. The current study examined the impact of early nonverbal referential communication on the quality of toddler interactive behavior during play with their parent in the second year of life. Early nonverbal referential communication was also examined as a predictor of parent behavior quality during play, as it has been suggested that early behavioral differences in children at risk for an ASD may alter their social environment due to impaired interaction abilities. Early nonverbal referential communication did not predict toddler or parent behavior quality during play. Nonverbal referential communication may be associated with specific, not overall quality of, social interactive behaviors in toddlers and parents. The parents of High- and Low-Risk infants did not differ in mean level of behavior quality during play, and toddlers did not differ by risk status in mean level of behavior quality. Parent and toddler behavior quality were strongly correlated. The association between toddler and parent behavior quality was moderated by risk status, such that parent and toddler behavior quality was strongly positively associated for Low-Risk infants. For High-Risk infants, parent behavior quality was not impacted by toddler behavior quality. While the current study does not support the direct effect of infant nonverbal referential communication on the overall quality of toddler and parent behavior during play, it adds to our understanding of the potential effects of having a High-Risk infant on parent behavior.The parent-child relationship is a central forum for the development of social and communication competencies within the first two years of life, with both parents and infants contributing to the development of these abilities. Early infant nonverbal referential communication abilities have been posited to be key infant contributions to parent-child interactions. Nonverbal referential communication is frequently, but not always, associated with social competence in typically developing children, and is consistently related to social abilities in children with autism spectrum disorders (ASD). Nonverbal referential communication difficulties are characteristic in children with ASD, and the younger siblings of children with ASD (High-Risk infants) have demonstrated such impairments by two years of age. The current study examined the impact of early nonverbal referential communication on the quality of toddler interactive behavior during play with their parent in the second year of life. Early nonverbal referential communication was also examined as a predictor of parent behavior quality during play, as it has been suggested that early behavioral differences in children at risk for an ASD may alter their social environment due to impaired interaction abilities. Early nonverbal referential communication did not predict toddler or parent behavior quality during play. Nonverbal referential communication may be associated with specific, not overall quality of, social interactive behaviors in toddlers and parents. The parents of High- and Low-Risk infants did not differ in mean level of behavior quality during play, and toddlers did not differ by risk status in mean level of behavior quality. Parent and toddler behavior quality were strongly correlated. The association between toddler and parent behavior quality was moderated by risk status, such that parent and toddler behavior quality was strongly positively associated for Low-Risk infants. For High-Risk infants, parent behavior quality was not impacted by toddler behavior quality. While the current study does not support the direct effect of infant nonverbal referential communication on the overall quality of toddler and parent behavior during play, it adds to our understanding of the potential effects of having a High-Risk infant on parent behavior.