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Social-Communication and Self-Regula...

Nowell, Sallie Wallace.

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Social-Communication and Self-Regulation Development in Children with Autism Spectrum Disorder.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Social-Communication and Self-Regulation Development in Children with Autism Spectrum Disorder./
Author:	Nowell, Sallie Wallace.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	108 p.
Notes:	Source: Dissertations Abstracts International, Volume: 79-12, Section: B.
Contained By:	Dissertations Abstracts International79-12B.
Subject:	Speech therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10789360
ISBN:	9780438063983

Social-Communication and Self-Regulation Development in Children with Autism Spectrum Disorder.
Nowell, Sallie Wallace.

Social-Communication and Self-Regulation Development in Children with Autism Spectrum Disorder. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 108 p.

Source: Dissertations Abstracts International, Volume: 79-12, Section: B.

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2018.

This item must not be sold to any third party vendors.

This dissertation is comprised of two manuscripts presenting original research focused on elucidating the relationship between social-communication and self-regulation in the development of young children diagnosed with Autism Spectrum Disorder (ASD). The first manuscript explores the association between early social-communication (i.e., joint attention) and sensory regulatory components of self-regulation (i.e., hyporesponsiveness and sensory seeking behaviors) at 13 and 22 months and examines these early behavioral constructs as predictors of communication competence in preschool using a community sample of children who were identified as at-risk for ASD. Results indicated that social-communication and self-regulation are related constructs in early childhood. Joint attention at 13 months was a key predictor of both joint attention and sensory regulatory features at 22 months. Sensory regulatory features at 22 months predicted receptive language, expressive language, and social-communication symptom severity in preschool. The second study examines the efficacy of an existing parent-assisted group intervention for 1 st and 2nd graders with ASD targeting social-communication and self-regulation. Preliminary evidence supports the efficacy of this intervention for teaching social-communication and self-regulation knowledge and skills to children with ASD and their parents. Parent ratings also support the social validity of this intervention. The results did not generalize to parent-child interactions. These manuscripts, taken together, may offer preliminary evidence for key intervention targets related to social-communication and self-regulation in young children with or at-risk for ASD.

ISBN: 9780438063983Subjects--Topical Terms:

520446
Speech therapy.

Social-Communication and Self-Regulation Development in Children with Autism Spectrum Disorder.
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245 1 0 $a Social-Communication and Self-Regulation Development in Children with Autism Spectrum Disorder.
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300 $a 108 p.
500 $a Source: Dissertations Abstracts International, Volume: 79-12, Section: B.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Watson, Linda R.
502 $a Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a This dissertation is comprised of two manuscripts presenting original research focused on elucidating the relationship between social-communication and self-regulation in the development of young children diagnosed with Autism Spectrum Disorder (ASD). The first manuscript explores the association between early social-communication (i.e., joint attention) and sensory regulatory components of self-regulation (i.e., hyporesponsiveness and sensory seeking behaviors) at 13 and 22 months and examines these early behavioral constructs as predictors of communication competence in preschool using a community sample of children who were identified as at-risk for ASD. Results indicated that social-communication and self-regulation are related constructs in early childhood. Joint attention at 13 months was a key predictor of both joint attention and sensory regulatory features at 22 months. Sensory regulatory features at 22 months predicted receptive language, expressive language, and social-communication symptom severity in preschool. The second study examines the efficacy of an existing parent-assisted group intervention for 1 st and 2nd graders with ASD targeting social-communication and self-regulation. Preliminary evidence supports the efficacy of this intervention for teaching social-communication and self-regulation knowledge and skills to children with ASD and their parents. Parent ratings also support the social validity of this intervention. The results did not generalize to parent-child interactions. These manuscripts, taken together, may offer preliminary evidence for key intervention targets related to social-communication and self-regulation in young children with or at-risk for ASD.
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