Is early joint attention associated with school-age pragmatic language?

Gillespie-Lynch, Kristen; Khalulyan, Allie; Rosario, Mithi del; McCarthy, Brigid; Gomez, Lovella; Sigman, Marian; Hutman, Ted

doi:10.1177/1362361313515094

Cited by 24 publications

(26 citation statements)

References 41 publications

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“…Further, a large proportion of this group scored in the clinical range on the Hyperactive/Impulsive (53%) and Inattentive (33%) ADHD domains and the SCAS Total Anxiety (27%) measure. The pattern of findings in the HR‐ASD‐7 group demonstrates that these children experience a range of difficulties beyond ASD by early school‐age and highlights the need to assess the longer‐term and broader clinical outcomes of HR infants who develop ASD, which have only been reported in one previous study [Gillespie‐Lynch et al, ]. Our findings also have implications for understanding co‐occurring psychopathology in ASD more generally.…”

Section: Discussionsupporting

confidence: 51%

“…Subsequently, Ben‐Yizhak et al [] reported this subgroup of high‐risk siblings to display elevated “semantic‐pragmatic” language difficulties compared to typically developing high‐ and low‐risk siblings. In contrast, Gillespie‐Lynch et al [] reported difficulties with structural and pragmatic aspects of language development at age 7 only in high‐risk siblings who themselves had ASD, and not in those without ASD, compared to low‐risk controls. Similarly, Drumm, Bryson, Zwaigenbaum, and Brian [] found that non‐ASD high‐risk siblings showed average/above‐average expressive, receptive, and pragmatic language abilities at 8–11 years, although pragmatic language was relatively weaker than structural language, and the siblings showed impairments in phonological aspects of language.…”

Section: Introductionmentioning

confidence: 99%

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Mid‐childhood outcomes of infant siblings at familial high‐risk of autism spectrum disorder

et al. 2016

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Almost 20% of infants with an older sibling with autism spectrum disorder (ASD) exhibit ASD themselves by age 3 years. The longer‐term outcomes of high‐risk infants are less clear. We examined symptoms of ASD, attention‐deficit/hyperactivity disorder (ADHD) and anxiety, language, IQ, and adaptive behaviour at age 7 years in high‐ and low‐risk children prospectively studied since the first year of life. Clinical outcomes were compared between high‐risk children who met diagnostic criteria for ASD at age 7 (HR‐ASD‐7 group, n = 15), high‐risk children without ASD (HR‐Non‐ASD‐7 group, n = 24), and low‐risk control children (LR group, n = 37). Diagnostic stability between age 3 and 7 years was moderate, with five children who did not meet diagnostic criteria for ASD at age 3 years being assigned the diagnosis at age 7, and three children showing the opposite pattern. The HR‐ASD‐7 group showed elevated ADHD and anxiety symptoms and had lower adaptive behaviour scores than LR controls. The HR‐Non‐ASD‐7 group had higher repetitive behaviour, lower adaptive functioning and elevated scores on one anxiety subscale (Separation Anxiety) compared to LR controls, but evidence for subclinical ASD symptoms (the broader autism phenotype, BAP) was limited in the group as a whole, although we identified a subgroup with elevated ASD traits. The difficulties experienced by high‐risk siblings at school‐age extend beyond ASD symptoms. The pattern of difficulties exhibited by the HR‐ASD‐7 group may inform our understanding of developmental trajectories of co‐occurring psychopathology in ASD. Autism Res 2017, 10: 546–557. © The Authors Autism Research published by Wiley Periodicals, Inc. on behalf of International Society for Autism Research

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Section: Discussionsupporting

confidence: 51%

Section: Introductionmentioning

confidence: 99%

Mid‐childhood outcomes of infant siblings at familial high‐risk of autism spectrum disorder

et al. 2016

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“…Although there are currently no published studies that have directly tested differences in associations between joint attention and language between groups of children with ASD and TD children, some studies have found significant associations for ASD groups while failing to find associations for TD groups [Gillespie-Lynch et al, 2015;Maljaars et al, 2011]. It has also repeatedly been demonstrated that children with ASD have joint attention deficits as compared to TD children [Adamson et al, 2009;Shumway & Wetherby, 2009].…”

Section: The Current Studymentioning

confidence: 90%

“…Future research on older children should examine associations between joint attention and other aspects of language, such as structural or pragmatic features [e.g. Gillespie-Lynch et al, 2015]. Finally, meta-regression can yield falsepositive findings if conducted with few studies, use fixed-effects approaches, and involve many covariates [Higgins & Thompson, 2004].…”

Section: Limitationsmentioning

confidence: 98%

Associations between joint attention and language in autism spectrum disorder and typical development: A systematic review and meta‐regression analysis

Bottema‐Beutel

2016

Autism Research

139

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Using a structured literature search and meta-regression procedures, this study sought to determine whether associations between joint attention and language are moderated by group (autism spectrum disorder [ASD] vs. typical development [TD]), joint attention type (responding to joint attention [RJA] vs. other), and other study design features and participant characteristics. Studies were located using database searches, hand searches, and electronic requests for data from experts in the field. This resulted in 71 reports or datasets and 605 effect sizes, representing 1,859 participants with ASD and 1,835 TD participants. Meta-regression was used to answer research questions regarding potential moderators of the effect sizes of interest, which were Pearson's r values quantifying the association between joint attention and language variables. In the final models, conducted separately for each language variable, effect sizes were significantly higher for the ASD group as compared to the TD group, and for RJA as compared to non-RJA joint attention types. Approximate mental age trended toward significance for the expressive language model. Joint attention may be more tightly tied to language in children with ASD as compared to TD children because TD children exhibit joint attention at sufficient thresholds so that language development becomes untethered to variations in joint attention. Conversely, children with ASD who exhibit deficits in joint attention develop language contingent upon their joint attention abilities. Because RJA was more strongly related to language than other types of joint attention, future research should involve careful consideration of the operationalization and measurement of joint attention constructs. Autism Res 2016, 9: 1021-1035. © 2016 International Society for Autism Research, Wiley Periodicals, Inc.

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“…Additionally, Drumm, Bryson, Zwaigenbaum, and Brian [] evaluated language abilities in a small sample of high‐risk siblings without ASD followed into the school‐age years and found poorer performance in phonological memory and awareness relative to the standardized tests' normative samples. However, a recent study of an independent sample focused on early joint attention predictors of school‐age pragmatic and structural language skills found no differences in these language measures between the high‐ and low‐risk groups at school‐age [Gillespie‐Lynch et al, ].…”

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confidence: 99%

School‐age outcomes of infants at risk for autism spectrum disorder

et al. 2015

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Studies of infants at risk for autism spectrum disorder (ASD) have proliferated, but few of these samples have been followed longer-term. We conducted a follow-up study, at age 5.5-9 years, of younger siblings of children with ASD (high-risk group, n=79) or typical development (low-risk group, n=60), originally recruited as infants. Children with ASD were excluded because of the focus on understanding the range of non-ASD outcomes among high-risk siblings. Using examiner ratings, parent ratings, and standardized assessments, we evaluated differences in clinical outcomes, psychopathology symptoms, autism symptoms, language skills, and nonverbal cognitive abilities. After adjusting for covariates, the high-risk group had increased odds of any clinically elevated/impaired score across measures relative to the low-risk group (43% vs. 12%, respectively). The high-risk group also had increased odds of examiner-rated Clinical Concerns (CC) outcomes (e.g., ADHD concerns, broader autism phenotype, speech-language difficulties, anxiety/mood problems, learning problems) relative to the low-risk group (38% vs. 13%, respectively). The high-risk group with CC outcomes had higher parent-reported psychopathology and autism symptoms, and lower directly-assessed language skills, than the Low-Risk Typically Developing (TD) and High-Risk TD groups, which did not differ. There were no differences in nonverbal cognitive skills. For some in the high-risk group, clinical concerns persisted from early childhood, whereas for others clinical concerns were first evident at school-age. Results suggest continued vulnerability in at least a subgroup of school-age children with a family history of ASD and suggest that this population may benefit from continued screening and monitoring into the school-age years.

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Is early joint attention associated with school-age pragmatic language?

Cited by 24 publications

References 41 publications

Mid‐childhood outcomes of infant siblings at familial high‐risk of autism spectrum disorder

Mid‐childhood outcomes of infant siblings at familial high‐risk of autism spectrum disorder

Associations between joint attention and language in autism spectrum disorder and typical development: A systematic review and meta‐regression analysis

School‐age outcomes of infants at risk for autism spectrum disorder

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