Joint attention and language in autism and developmental language delay

Loveland, Katherine A.; Landry, Susan H.

doi:10.1007/bf01531663

Cited by 503 publications

(270 citation statements)

References 17 publications

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“…In the FR phase, Hill, 2004, for a review). It is also widely observed that individuals with ASD can show inaccurate production and reversal of pronouns (e.g., Jordan, 1989;Lee, Hobson & Chiat, 1994;Loveland & Landry, 1986;Mizuno, Liu, Williams et al, 2011). The ASD group made more source monitoring errors for self-performed actions in FR ("tell me what happened and who did what"), but not in questioning ("did Anna get the bandage or did you get the bandage?")…”

Section: Source Monitoring Of Self-and Other-performed Actionsmentioning

confidence: 99%

Recall of a live and personally experienced eyewitness event by adults with autism spectrum disorder

Maras

Memon

Lambrechts

et al. 2012

J Autism Dev Disord

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Permanent repository link: ABSTRACTThe aim of the present study was to a) extend previous eyewitness research in autism spectrum disorder (ASD) using a live and personally experienced event; b) examine whether witnesses with ASD demonstrate a facilitative effect in memory for self-over otherperformed actions; c) explore source monitoring abilities by witnesses with ASD in discriminating who performed which actions within the event. Eighteen high-functioning adults with ASD and 18 age-and IQ-matched typical counterparts participated in a live first aid scenario in which they and the experimenter each performed a number of actions.Participants were subsequently interviewed for their memory of the event using a standard interview procedure with free recall followed by questioning. The ASD group recalled just as many correct details as the comparison group from the event overall, however they made more errors. This was the case across both free recall and questioning phases. Both groups showed a self-enactment effect across both interview phases, recalling more actions that they had performed themselves than actions that the experimenter had performed. However, the ASD group were more likely than their typical comparisons to confuse the source of self- , and some report they make more errors or are less accurate (Maras & Bowler, 2011, but see Bruck et al., 2007Maras & Bowler, 2010, McCrory et al., 2007North et al., 2008).Two studies to date have explored eyewitness testimony by children with ASD using a live event, although the event in these was passively observed rather than enacted. McCrory et al. (2007) used a live classroom event and reported that whilst children with ASD freely recalled around a third less information than typically developing children did, they were no less accurate with regards to the proportion of errors or incorrect details that they reported. Bruck et al. (2007) also reported that ASD children reported fewer correct details than comparison children in response to both free recall and specific questions about a previously witnessed magic show. Of the studies with adults, none to date have used a live eyewitness event, or an event in which the witness has actively participated. This is pertinent given that it is now well established that individuals with ASD experience difficulties in reflecting on the self (e.g., Crane et al., 2009, and see Lind, 2010), which extend to impairments in episodic memory (e.g., Crane & Goddard, 2008;Klein et al., 1999). Indeed, a number of studies have demonstrated that individuals with ASD experience particular difficulties recalling specific and personally experienced autobiographical events (e.g., Bruck et al., 2007;Goddard, Howlin, Dritschel & Patel, 2007). This impairment is in the absence of a personal semantic RUNNING HEAD: Experienced eyewitness events in ASD 5 memory deficit (Crane & Goddard, 2008), indicating that it is a deficit ...

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Section: Source Monitoring Of Self-and Other-performed Actionsmentioning

confidence: 99%

Recall of a live and personally experienced eyewitness event by adults with autism spectrum disorder

Maras

Memon

Lambrechts

et al. 2012

J Autism Dev Disord

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“…They predominantly use primitive motoric gestures (i.e., contact gesture of leading or pulling another's hand) to communicate. They lack the use of many conventional gestures, such as showing, waving, pointing, and symbolic gestures, such as nodding head and depicting actions (Loveland & Landry, 1986;McHale, Simeonsson, Marcus, & Olley, 1980;Stone & CaroMartinez, 1990;Stone et al, 1997;. In lieu of conventional means of communicating, children with ASD may develop idiosyncratic, unconventional, or inappropriate behaviors to communicate, such as self-injurious behavior, aggression, or tantrums.…”

Section: Core Social Communication Deficits In Preschool Children Witmentioning

confidence: 99%

Early Indicators of Autism Spectrum Disorders in the Second Year of Life

Wetherby

Woods

Allen

et al. 2004

J Autism Dev Disord

479

371

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Three groups of 18 children were selected for this study, one group with autism spectrum disorders (ASD), one group with developmental delays in which ASD was ruled out (DD), and one group with typical development (TD), from a pool of 3026 children who were screened with the Communication and Symbolic Behavior Scales Developmental Profile (CSBS DP, Wetherby & Prizant, 2002) Infant-Toddler Checklist under 24 months of age. The CSBS DP Behavior Sample was videotaped on selected children as a second-level evaluation during the second year of life. The Infant-Toddler Checklist had a sensitivity and specificity of 88.9% for this sample of children. Significant group differences were found on the Infant-Toddler Checklist and the Behavior Sample, however, these differences did not distinguish children with ASD and DD with high accuracy. The videotapes of the Behavior Sample were reanalyzed to identify red flags of ASD. Nine red flags differentiated children in the ASD group from both the DD and TD groups and four red flags differentiated children in the ASD Group from the TD group but not the DD group. These 13 red flags were found to discriminate the three groups with a correct classification rate of 94.4%.

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“…Children with autism show deficiencies in joint attention behaviors (Curcio 1978;Loveland and Landry 1986;Mundy et al 1986;Wetherby and Prutting 1984). In research on autism, 'joint attention' however tends to refer to just a few of the joint attention skills such as 'gaze following,' 'pointing' behavior' and 'mutual gazing' or 'joint visual attention' (Carpenter et al 2002).…”

Section: Joint Attention Attachment and Autismmentioning

confidence: 99%

Joint Attention and Attachment in Toddlers with Autism

Naber

Swinkels

Buitelaar

et al. 2007

J Abnorm Child Psychol

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Joint attention is often referred to as a triadic relation between self, other and object. Young children with autism show deficiencies in the use of joint attention behaviors. Individual differences may be expected, and they may be determined by the children's cognitive development or the characteristics of the relationship of the child with the caregiver. Although most joint attention skills develop under the age of three, most studies of joint attention in children with autism involved children older than 3 years of age, due to difficulties in diagnosing autism under this age. In this study we investigated joint attention behaviors of 78 young children (mean age 25.7 months, SD 6.1) with autism spectrum disorders (n=20), other developmental delays (n=18), and typically developing children (n=40). Following the pertinent literature and confirmed by factor analysis, two types of joint attention behaviors were distinguished, Basic Joint Attention (BJA) and Associated Joint Attention (AJA). We found that cognitive delays and autistic symptoms-but not attachment insecurity or disorganization-were related to less joint attention. Already at the age of 2 years, children with more autistic symptoms show less joint attention, even after controlling for developmental level.

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Joint attention and language in autism and developmental language delay

Cited by 503 publications

References 17 publications

Recall of a live and personally experienced eyewitness event by adults with autism spectrum disorder

Recall of a live and personally experienced eyewitness event by adults with autism spectrum disorder

Early Indicators of Autism Spectrum Disorders in the Second Year of Life

Joint Attention and Attachment in Toddlers with Autism

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