An Exploratory Study of the Utility of the Dyadic Parent-Child Interaction Coding System for Children with Autism Spectrum Disorder

Zlomke, Kimberly R.; Bauman, Sarah; Edwards, Garet S.

doi:10.1007/s10882-018-9648-3

Cited by 12 publications

(9 citation statements)

References 48 publications

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“…However, only two studies [Ginn et al, 2017; Scudder et al, 2019] were RCTs, and downstream child gains were restricted to measures subject to detection bias (e.g., parent reports, which are especially problematic for caregiver mediated interventions). Another issue with this research is that caregivers' speech functions are measured using a standardized protocol and coding system developed on nonautistic children (the Dyadic Parent–Child Interaction Coding System‐IV , Eyberg, Nelson, Ginn, Bhuiyan, & Boggs, 2013), and the construct validity of this instrument is not yet clear for autistic child‐caregiver dyads [Zlomke, Bauman, & Edwards, 2019]. Similar to follow‐in talk interventions, function‐based interventions also seem to have unclear evidence of effectiveness.…”

Section: Resultsmentioning

confidence: 99%

A Systematic Literature Review of Autism Research on Caregiver Talk

Bottema‐Beutel

Kim

2020

Autism Research

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Describing how caregivers' talk to their autistic children, and how their talk may influence social and language outcomes, has important implications for developmental theory and intervention research. In this systematic literature review, we examine 294 caregiver talk variables extracted from 65 studies, provide a narrative overview of research findings, and link measurement approaches to various theories of language development. The majority of variables included only talk directed to children (90%), and specified the speech act being performed (57%). More than one‐third of variables measured talk that was responsive to children's attention, activities, or communication (38%), and slightly less than a third measured variables that elicited children's communication or engagement. Semantic aspects of talk were specified in 41% of variables, structural features were measured in 20% of variables, and suprasegmental features were measured in only 1% of variables. Talk quantity (without reference to other aspects of talk) was measured in 8% of variables. We found strong support that talk related to children's attention is implicated in autistic children's language development, but this construct has been measured inconsistently in terms of semantic, structural, and functional features. There is also evidence for bi‐directional relationships between caregiver's talk and autistic children's development on a variety of semantic and structural variables. Lay Summary In our review, we found many differences in how researchers measured caregiver's talk, but also some promising leads. Researchers should continue examining caregiver talk related to children's focus of attention to clarify how this type of language contributes to autistic children's development. We also found interesting research on how children influence caregiver's talk, and encourage researchers to continue to study how this occurs.

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Section: Resultsmentioning

confidence: 99%

A Systematic Literature Review of Autism Research on Caregiver Talk

Bottema‐Beutel

Kim

2020

Autism Research

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“…Um estudo exploratório comparou a interação de pais e seus filhos (46 com TEA e 42 com desenvolvimento típico), utilizando um instrumento de intervenção na interação das díades (Parent Child Interaction Therapy -PCIT). Os resultados do estudo revelaram que, de maneira geral, os pais de crianças com TEA tendem a interagir com seus filhos de forma similar aos pais de crianças com desenvolvimento típico, porém os pais de crianças com TEA apresentam comportamento significativamente mais diretivo que os pais do grupo controle (Zlomke et al, 2019). Uma das possíveis explicações para isso é que crianças com TEA tendem a estabelecer interações pouco recíprocas e espontâneas e intencionais, o que faz com que o adulto tenda a adotar um estilo mais diretivo frente às limitadas respostas sociais infantis, na interação.…”

Section: Discussionunclassified

Avaliação Psicológica de Crianças com Suspeita de TEA: Perfil Interativo dos Avaliadores

2021

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Federal do Rio Grande do Sul. RESUMO O objetivo deste estudo é o de investigar o perfil interativo dos avaliadores durante a hora lúdica diagnóstica na avaliação de crianças com suspeita de TEA. Participaram nove avaliadoras em interação individual com 22 crianças (de 24 a 74 meses), durante uma sessão de administração do Protocolo de Avaliação Comportamental para Crianças com Suspeita de TEA -Versão Revisada -Não Verbal (PROTEA-R-NV), que foi videogravada. Utilizou-se o Manual de Codificação dos Estilos Interativos do Avaliador, construído para este estudo. Dois juízes independentes e cegos aos objetivos do estudo registraram a ocorrência, a não ocorrência ou a não aplicação de três categorias de responsividade do avaliador: responsivo, diretivo e intrusivo. Os resultados demonstraram que as avaliadoras tenderam a adotar um estilo interativo diretivo, seguido pelos estilos responsivo e intrusivo. Discute-se que as características da criança e o treinamento prévio das avaliadoras na administração do instrumento pode ter influenciado estes resultados. Palavras-chave: transtorno autístico; avaliação psicológica; método qualitativo; desenvolvimento.

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“…As highlighted by literature, more functional and effective interactions also have an impact on cognitive abilities and, in general, on child development [2,3] also in the context of ASD [8,14,16]. Further, it is well established that play skills are related to cognitive skills and play is considered as a primary opportunity of learning, especially when shared in the context of child-adult interactions [102].…”

Section: Discussionmentioning

confidence: 99%

“…Interestingly, recent at-risk studies pointed out a developmental picture revealing that children with eventual autism and their primary caregiver interact with each other in some ways that depart from a typical trajectory early in the child's first years of life [13]. In addition to this, ASD symptomatology impacts significantly also on children's play abilities, in fact children with ASD often engage with objects in repetitive ways and fail to develop creative and symbolic engagement with objects [14]. Also, play provides a platform for social engagement with others [15], and indeed, socially connected play and social behavior with others are particularly impaired in children with autism [8,14,16].…”

Section: Introductionmentioning

confidence: 99%

“…In addition to this, ASD symptomatology impacts significantly also on children's play abilities, in fact children with ASD often engage with objects in repetitive ways and fail to develop creative and symbolic engagement with objects [14]. Also, play provides a platform for social engagement with others [15], and indeed, socially connected play and social behavior with others are particularly impaired in children with autism [8,14,16]. Taken together, these difficulties constitute a daily challenge for parents to engage children in joyful syntonic activities, influencing stress levels perceived by parents as well as the general emotional climate to which the child is exposed [17].…”

Section: Introductionmentioning

confidence: 99%

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Emotional Availability and Play in Mother–Child Dyads with ASD: Changes during a Parental Based Intervention

et al. 2020

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(1) Background: Parental involvement during intervention with children with Autism Spectrum Disorder (ASD) has been demonstrated to be fundamental for children’s developmental outcomes. However, most research focused on child gains especially considering cognitive functioning and symptoms severity, whereas parental and dyadic changes during intervention need further investigation. (2) Methods: 29 mothers in interaction with their preschool children with ASD were analyzed through two standardized behavioral and observational measures to evaluate the dyadic Emotional Availability (EA) and play skills before (T1) and after (T2) a parental-based intervention. (3) Results: Results revealed mothers increased affective quality and major awareness in understanding the signals produced by the child, that in turn was more responsive, involving also using more complex play strategies. Interestingly, the role of specific factors able to predict parental characteristics was investigated, pointing out the important contribution of mothers’ perceptions of having a difficult child and child language communicative abilities. (4) Conclusions: the study enhances knowledge about child and caregiver variables that impact on dyadic outcomes, identifying important target areas to be addressed during intervention. Further, our results suggest that a parental-based intervention supports and facilitates improvements in both children’s and caregivers’ affective quality and cognitive abilities.

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An Exploratory Study of the Utility of the Dyadic Parent-Child Interaction Coding System for Children with Autism Spectrum Disorder

Cited by 12 publications

References 48 publications

A Systematic Literature Review of Autism Research on Caregiver Talk

A Systematic Literature Review of Autism Research on Caregiver Talk

Avaliação Psicológica de Crianças com Suspeita de TEA: Perfil Interativo dos Avaliadores

Emotional Availability and Play in Mother–Child Dyads with ASD: Changes during a Parental Based Intervention

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