From Using Tools to Using Language in Infant Siblings of Children with Autism

Sparaci, Laura; Northrup, Jessie B.; Capirci, Olga; Iverson, Jana M.

doi:10.1007/s10803-018-3477-1

Cited by 24 publications

(21 citation statements)

References 87 publications

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“…In HR infants functional action production at 10 months predicted respectively word comprehension (12 months) and production (24 and 36 months). The results of this study suggest the presence of impairments in purposeful actions in infants going on to receive ASD diagnosis and of a relationship between functional action production and communication [ 35 ]. Also postures have been considered.…”

Section: Resultsmentioning

confidence: 99%

Early Motor Signs in Autism Spectrum Disorder

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Visconti

2022

Children

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A growing number of literature data suggest the presence of early impairments in the motor development of children with autism spectrum disorder, which could be often recognized even before the appearance of the classical social communication deficits of autism. In this narrative review, we aimed at performing an update about the available data on the early motor function in children with autism spectrum disorder. Early motor impairment in these children can manifest itself both as a mere delay of motor development and as the presence of atypicalities of motor function, such as a higher rate and a larger inventory, of stereotyped movements both with and without objects. In the perspective of a timely diagnosis, the presence of early motor signs can be an important clue, especially in an individual considered at high risk for autism. Motor and communication (both verbal and non-verbal) skills are connected and a pathogenetic role of early motor dysfunctions in the development of autism can be hypothesized. From this, derives the importance of an early enabling intervention aimed at improving motor skills, which could also have favorable effects on other aspects of development.

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Section: Resultsmentioning

confidence: 99%

Early Motor Signs in Autism Spectrum Disorder

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Visconti

2022

Children

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“…How might this reduction in object exploration impact the development of communication and language? One area where these effects appear to be evident is the development of play actions and gestures involving object manipulation (e.g., holding a phone to the ear; Sparaci et al, 2018). These actions and gestures emerge toward the end of the first year, are produced during interactions with caregivers, index emerging symbolic abilities, and are closely related to the development of language (Bates et al, 1979).…”

Section: Two Developmental Cascades: the Transition To Sitting And The Onset Of Walkingmentioning

confidence: 99%

Developmental Variability and Developmental Cascades: Lessons From Motor and Language Development in Infancy

Iverson

2021

Curr Dir Psychol Sci

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The first year of life is punctuated by explosions of growth in motor and language abilities. This is not a coincidence. The notion of developmental cascades provides a conceptual framework for considering ways in which advances in one component of a developing system can exert far-reaching and lasting change in other domains. In this article, I review evidence for the cascading effects of early motor advances on the developing communication and language system and describe how differences in the timing of these advances may have consequences for these effects.

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“…Also, longitudinal studies examining infants and toddlers high-risk for ASD came to the fore. In the study of Sparaci and colleagues [25] forty-one high-risk infants (HR) with an older sibling with ASD were observed longitudinally at 10, 12, 18 and 24 months of age during a tool use task in a playlike scenario. Changes in grasp types and functional actions produced with a spoon were assessed during elicited tool use.…”

Section: Methods Participantsmentioning

confidence: 99%

The Relation between Functional Play and Other Forms of Cooperation and Word Learning in ASD

F¹,

Kokonitsa²,

Papoulidi³

2019

Int Arch Commun Disord

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of activity resulting from repetitive muscle movements with or without objects, for the shake of practicing sensorimotor schemes [4]. According to Piaget [1], functional play is the first of three successive stages preceding constructive and dramatic play. An adequate definition of this form of play was provided by Ungerer & Sigman [5]: "The appropriate use of an object or the conventional association of two or more objects, such as using a spoon to feed a doll or placing a teacup on a saucer". In this vein, it is suggested that functional play emerges from some form of representation [6], although there is no unanimity about the nature of this representation as well as its relation to symbolic function. Some authors propose a dissociation between functional play and symbolism explaining that unlike functional play, which requires a first order representation e.g. of a pen as a rocket, symbol requires a more complex representational system i.e. a secondorder representation about this representation (a metarepresentation), namely, that the representation is not true [7-9]. Nevertheless, a considerable amount of research does not support the view of dissociation; rather, evidence is provided that at least in typically developing children functional play not only is related to symbolic play and language, but it also facilitates these skills. Focusing on the relationship between functional play and language, Sigman and Ungerer [10] examined preterm and full-term infants in experimental conditions and found that functional play directed towards dolls and other persons as well as meaningfully related sequences of functional acts at 13½ months were associated with

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From Using Tools to Using Language in Infant Siblings of Children with Autism

Cited by 24 publications

References 87 publications

Early Motor Signs in Autism Spectrum Disorder

Early Motor Signs in Autism Spectrum Disorder

Developmental Variability and Developmental Cascades: Lessons From Motor and Language Development in Infancy

The Relation between Functional Play and Other Forms of Cooperation and Word Learning in ASD

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