Interactions of pre‐symbolic children with developmental disabilities with their mothers and siblings

Singh, Susheel Joginder; Iacono, Teresa; Gray, Kylie Megan

doi:10.1111/1460-6984.12128

Cited by 19 publications

(16 citation statements)

References 33 publications

(64 reference statements)

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“…These differences were that triadic interactions did not provide the children with as many communicative opportunities as motherchild interaction, but more than sibling-child interaction. It was evident that mothers created a more facilitative communication environment for the children than did the siblings (Joginder Singh, 2012).…”

Section: Data Preparation and Codingmentioning

confidence: 99%

An Investigation of the Intentional Communication and Symbolic Play Skills of Children With Down Syndrome and Cerebral Palsy in Malaysia

Singh

Iacono

Gray

2014

Journal of Early Intervention

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Children with Down syndrome (DS) and cerebral palsy (CP) are at risk of remaining presymbolic in their communication and play for prolonged periods. The aim of this study was to explore the early communication and play of children with DS and with CP who communicated at the pre-symbolic stage, and to determine the association between these skills. This study was conducted in Malaysia. Twelve children with DS and 12 with CP who met the criterion of demonstrating pre-symbolic communication were observed during interaction with their mothers and siblings, and the interactions were coded for the children's communicative behaviors and play. The children were observed to communicate using pre-symbolic modalities most accessible to them. The children with DS demonstrated more communicative behaviors (intentional communicative acts and pre-intentional communicative acts) compared with children with CP. Participants produced little or no symbolic play, showing a preference for functional play instead. The symbolic play of the children with DS was negatively associated with their pre-symbolic intentional communicative acts, suggesting that both skills need to be targeted in intervention aimed at transitioning them to symbolic communication. The physical limitations of children with CP limited their demonstration of communicative behaviors and play.

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Section: Data Preparation and Codingmentioning

confidence: 99%

An Investigation of the Intentional Communication and Symbolic Play Skills of Children With Down Syndrome and Cerebral Palsy in Malaysia

Singh

Iacono

Gray

2014

Journal of Early Intervention

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“…Both parents and siblings of children with complex communication needs provided social supports for shared interactions during play, and there were no significant differences for partner support between children with Down syndrome and children with cerebral palsy (Singh, Iacono, & Gray, 2015). When given free choice in play, parents tended to engage in social or adapted object play with their child with complex communication needs that involved no more directive goal-based guidance than expected for typically developing children (Cress, Moskal, & Hoffmann, 2008).…”

Section: Differences In Mastery Motivation Between Object and Social mentioning

confidence: 92%

Mastery motivation in children with complex communication needs: longitudinal data analysis

Medeiros

Cress

Lambert

2016

Augmentative and Alternative Communication

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This study compared longitudinal changes in mastery motivation during parent-child free play for 37 children with complex communication needs. Mastery motivation manifests as a willingness to work hard at tasks that are challenging, which is an important quality to overcoming the challenges involved in successful expressive communication using AAC. Unprompted parent-child play episodes were identified in three assessment sessions over an 18-month period and coded for nine categories of mastery motivation in social and object play. All of the object-oriented mastery motivation categories and one social mastery motivation category showed an influence of motor skills after controlling for receptive language. Object play elicited significantly more of all of the object-focused mastery motivation categories than social play, and social play elicited more of one type of social-focused mastery motivation behavior than object play. Mastery motivation variables did not differ significantly over time for children. Potential physical and interpersonal influences on mastery motivation for parents and children with complex communication needs are discussed, including broadening the procedures and definitions of mastery motivation beyond object-oriented measurements for children with complex communication needs.

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“…It is well recognized that the interaction between parents and children influences language and communication development (Singh et al 2015). Therefore, parent training and parent coaching programmes have been developed and supported by evidence in a variety of contexts for example, Triple P (Prinz et al 2009), The Incredible Years (Webster-Stratton et al 2008), and It Takes Two to Talk (Pennington et al 2009).…”

Section: Interaction Styles Of Parents Of Children With Asd and The Imentioning

confidence: 99%

“…In addition, it is well recognized that communication partners have the potential to play a greater role during social interaction with children with disabilities than they do with typically developing children (Singh et al . ). Furthermore, there is a considerable body of research exploring interactions between children with autism spectrum disorders (ASD) and their parents (e.g., Siller and Sigman ).…”

Section: Introductionmentioning

confidence: 97%

“…While a considerable body of research investigates clinical interactions and the effects of parent training on parents' communication, the language use of healthcare professionals during parent interaction coaching sessions has not been studied in detail to date (Auert et al 2012). In addition, it is well recognized that communication partners have the potential to play a greater role during social interaction with children with disabilities than they do with typically developing children (Singh et al 2015). Furthermore, there is a considerable body of research exploring interactions between children with autism spectrum disorders (ASD) and their parents (e.g., Siller and Sigman 2008).…”

Section: Introductionmentioning

confidence: 99%

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‘Just wait then and see what he does’: a speech act analysis of healthcare professionals’ interaction coaching with parents of children with autism spectrum disorders

McKnight

O’Malley-Keighran

Carroll

2016

International Journal of Language & Communication Disorders

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The study provides an insight into the nature of interaction coaching provided by healthcare professionals during a parent training programme. It identifies the types of language used during interaction coaching. It also highlights additional important aspects of interaction coaching such as the ability of healthcare professionals to adjust the directness of the coaching in order to achieve the intended parental response to the child's interaction. The findings may be used to increase the awareness of healthcare professionals about the types of speech acts used during interaction coaching as well as the manner in which coaching sessions are conducted.

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Interactions of pre‐symbolic children with developmental disabilities with their mothers and siblings

Cited by 19 publications

References 33 publications

An Investigation of the Intentional Communication and Symbolic Play Skills of Children With Down Syndrome and Cerebral Palsy in Malaysia

An Investigation of the Intentional Communication and Symbolic Play Skills of Children With Down Syndrome and Cerebral Palsy in Malaysia

Mastery motivation in children with complex communication needs: longitudinal data analysis

‘Just wait then and see what he does’: a speech act analysis of healthcare professionals’ interaction coaching with parents of children with autism spectrum disorders

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