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Knowing when and Why to Respond: Exploring Parental Identification of Communication in Children with ASD.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Knowing when and Why to Respond: Exploring Parental Identification of Communication in Children with ASD./
作者:	Stern, Yael S.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	151 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-06, Section: B.
Contained By:	Dissertations Abstracts International82-06B.
標題:	Speech therapy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28156647
ISBN:	9798698576303

Knowing when and Why to Respond: Exploring Parental Identification of Communication in Children with ASD.
Stern, Yael S.

Knowing when and Why to Respond: Exploring Parental Identification of Communication in Children with ASD. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 151 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: B.

Thesis (Ph.D.)--Northwestern University, 2020.

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

There is strong evidence for the benefits of teaching parents of toddlers with autism spectrum disorder (ASD) intervention strategies for facilitating language development. A strategy at the core of early parent-mediated interventions for ASD is responsiveness, defined as providing a child with a verbal response each time she communicates. Responsiveness supports communication development in children with ASD (McDuffie & Yoder, 2010) yet parents of children with ASD vary in how successful they are in learning to implement responsiveness.Although parent-mediated communication interventions for children with ASD emphasize teaching parents to respond to child communication, intervention approaches do not include an evaluation of parent perceptions of behaviors that constitute child communication. This is notable as parent attributions of child communication have been found to relate to maternal responsivity (Yoder, 1986), and clinician and researcher definitions of communication often rely heavily on the construct of intentionality (E. Bates, 1979b), a technical construct that may not inherently align with parent perceptions of criteria for communication.The overall goal of the present studies was to examine maternal interpretation of her child's intentional and preintentional behaviors as communicative. Participants in Study 1 and Study 2 were 33 mothers and their children with ASD between 20 and 45 months of age. Parent identification of child communication was assessed using a procedure in which mothers and research-clinicians each identified child communication in the same 10-minutes of video footage of each mother's own child. Child communication acts identified by mothers and researchers were characterized with a behavioral code that included features recognized as conventionally communicative, as well as features recognized as potentially communicative.Study 1 examined features of child behaviors that predicted (1) alignment between mother-researcher identification of child communication, and (2) maternal overattributions of child communication, relative to researchers' intentional communication code. Study findings demonstrated that while mothers are not systematically missing identification of most conventional communicative forms, misalignment in mother-researcher identification of child communication may be in part due to communicative endorsement of behavioral forms that are not traditionally classified as contributing to a child's intentional communication repertoire.Study 2 examined the association between mother-researcher alignment in identification of child communication and real-time maternal temporal contingency to child behaviors. A second aim of Study 2 was to explore the association between parent identification of child communication and dyad characteristics. Study 2 examined dyad factors of (1) broad autism phenotype traits (Losh et al., 2009), (2) maternal knowledge of typical early child development, (3) severity of child ASD symptomatology, and (4) child verbal communication level. Study 2 findings reflected that while on average, mothers identify communicative acts in their children at comparable overall rates to clinical researchers, mother-researcher agreement on acts is highly variable. No associations were detected between parent identification of child communication and either maternal temporal contingency or hypothesized dyad characteristics.Taken together, findings from Study 1 and Study 2 offer preliminary evidence that the perceptions of child communication of mothers of toddlers with ASD do differ from researcher-clinician operational definitions intentional child communication. Further research is warranted to examine (1) the nature of and sources of misalignment between maternal and research-clinician perceptions of child communication, and (2) the potential impact that misalignment may have on mothers' implementation of responsive language facilitation strategies. Future research that builds on the present studies may contribute to the improvement of methods designed to teach parents responsive strategies, thereby more effectively treating communication impairments inherent to ASD during the critical window of early development.

ISBN: 9798698576303Subjects--Topical Terms:

520446
Speech therapy.
Subjects--Index Terms:

Autism spectrum disorder

Knowing when and Why to Respond: Exploring Parental Identification of Communication in Children with ASD.
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520 $a There is strong evidence for the benefits of teaching parents of toddlers with autism spectrum disorder (ASD) intervention strategies for facilitating language development. A strategy at the core of early parent-mediated interventions for ASD is responsiveness, defined as providing a child with a verbal response each time she communicates. Responsiveness supports communication development in children with ASD (McDuffie & Yoder, 2010) yet parents of children with ASD vary in how successful they are in learning to implement responsiveness.Although parent-mediated communication interventions for children with ASD emphasize teaching parents to respond to child communication, intervention approaches do not include an evaluation of parent perceptions of behaviors that constitute child communication. This is notable as parent attributions of child communication have been found to relate to maternal responsivity (Yoder, 1986), and clinician and researcher definitions of communication often rely heavily on the construct of intentionality (E. Bates, 1979b), a technical construct that may not inherently align with parent perceptions of criteria for communication.The overall goal of the present studies was to examine maternal interpretation of her child's intentional and preintentional behaviors as communicative. Participants in Study 1 and Study 2 were 33 mothers and their children with ASD between 20 and 45 months of age. Parent identification of child communication was assessed using a procedure in which mothers and research-clinicians each identified child communication in the same 10-minutes of video footage of each mother's own child. Child communication acts identified by mothers and researchers were characterized with a behavioral code that included features recognized as conventionally communicative, as well as features recognized as potentially communicative.Study 1 examined features of child behaviors that predicted (1) alignment between mother-researcher identification of child communication, and (2) maternal overattributions of child communication, relative to researchers' intentional communication code. Study findings demonstrated that while mothers are not systematically missing identification of most conventional communicative forms, misalignment in mother-researcher identification of child communication may be in part due to communicative endorsement of behavioral forms that are not traditionally classified as contributing to a child's intentional communication repertoire.Study 2 examined the association between mother-researcher alignment in identification of child communication and real-time maternal temporal contingency to child behaviors. A second aim of Study 2 was to explore the association between parent identification of child communication and dyad characteristics. Study 2 examined dyad factors of (1) broad autism phenotype traits (Losh et al., 2009), (2) maternal knowledge of typical early child development, (3) severity of child ASD symptomatology, and (4) child verbal communication level. Study 2 findings reflected that while on average, mothers identify communicative acts in their children at comparable overall rates to clinical researchers, mother-researcher agreement on acts is highly variable. No associations were detected between parent identification of child communication and either maternal temporal contingency or hypothesized dyad characteristics.Taken together, findings from Study 1 and Study 2 offer preliminary evidence that the perceptions of child communication of mothers of toddlers with ASD do differ from researcher-clinician operational definitions intentional child communication. Further research is warranted to examine (1) the nature of and sources of misalignment between maternal and research-clinician perceptions of child communication, and (2) the potential impact that misalignment may have on mothers' implementation of responsive language facilitation strategies. Future research that builds on the present studies may contribute to the improvement of methods designed to teach parents responsive strategies, thereby more effectively treating communication impairments inherent to ASD during the critical window of early development.
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