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An Expanded View of Joint Attention: Skill, Engagement, and Language in Typical Development and Autism.
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- Author(s): Adamson, Lauren B.; Bakeman, Roger; Suma, Katharine; Robins, Diana L.
- Source:
Child Development. Jan/Feb2019, Vol. 90 Issue 1, pe1-e18. 18p. 6 Charts, 3 Graphs. - Source:
- Additional Information
- Subject Terms:
- Abstract: This study provides an expanded view of joint attention and its relation to expressive language development. A total of 144 toddlers (40 typically developing, 58 with autism spectrum disorder [ASD], 46 with developmental delay [DD]) participated at 24 and 31 months. Toddlers who screened positive for ASD risk, especially those subsequently diagnosed with ASD, had poorer joint attention skills, joint engagement during parent-toddler interaction, and expressive language. Findings highlight the dynamic relation between joint attention and language development. In the ASD and DD groups, joint engagement predicted later expressive vocabulary, significantly more than predictions based on joint attention skills. Joint engagement was most severely impacted when toddlers did not talk initially and improved markedly if they subsequently began to speak. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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