Mother-Child Play: A Comparison of Autism Spectrum Disorder, Down Syndrome, and Typical Development

Bentenuto, Arianna; Falco, Simona de; Venuti, Paola

doi:10.3389/fpsyg.2016.01829

Cited by 31 publications

(23 citation statements)

References 55 publications

(92 reference statements)

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“…Notably, most of these studies provided micronutrient supplementation and play materials whereas we educated the mothers without supporting them with either food or toys. Mother-child play interaction models promote children’s engagement in several activities that enhance development [32]. Moreover, our findings are in accordance with a previous Ugandan study which reported slightly higher cognitive scores three months after stimulation and nutrition education [20].…”

Section: Discussionsupporting

confidence: 91%

Child development, growth and microbiota: follow-up of a randomized education trial in Uganda

Atukunda¹,

Muhoozi²,

Broek³

et al. 2019

Journal of Global Health

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Child development, growth and microbiota: follow-up of a randomized education trial in Uganda Background Undernutrition impairs child development outcomes and growth. In this follow-up study of an open cluster-randomized intervention trial we examined the effects of an education package delivered to mothers in rural Uganda on their children' s development, growth and gut microbiota at 36 months of age. Methods The parental trial included 511 mother-child pairs recruited when the children were 6-8 months. In that trial, a nutrition, stimulation and hygiene education was delivered to mothers in the intervention group while the control group received routine health care. A follow-up sample of 155 pairs (intervention n = 77, control n = 78) were re-enrolled when the children were 24 months. Developmental outcomes were assessed with the Bayley Scales of Infant and Toddler Development (BSID-III) composite scores for cognitive (primary endpoint), language and motor development. Development outcomes were also evaluated using the Ages and Stages Questionnaire (ASQ) and the Mullen Scales of Early Learning (MSEL). Other outcomes included growth and gut microbiota composition. Results The demographic characteristics were not different (P > 0.05) between the intervention and control groups and similar to those of the parental study. The intervention group had higher BSID-III scores than controls, with mean difference 10.13 (95% confidence interval (CI): 3.31-17.05, P = 0.002); 7.59 (1.62-13.66, P = 0.01); 9.00 (2.92-15.40, P = 0.005), for cognitive, language and motor composite scores, respectively. An improvement in the intervention compared to the control group was obtained for both the ASQ and the MSEL scores. The mean difference in height-forage z-score was higher in the intervention compared to the control group: 0.50 (0.25-0.75, P = 0.0001). Gut microbiota composition did not differ significantly between the two study groups. Conclusions The maternal education intervention had positive effects on child development and growth at three years, but did not alter gut microbiota composition. This intervention may be applicable in other low-resource settings. Trial registration ClinicalTrials.gov registration number NCT02098031.

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Section: Discussionsupporting

confidence: 91%

Child development, growth and microbiota: follow-up of a randomized education trial in Uganda

Atukunda¹,

Muhoozi²,

Broek³

et al. 2019

Journal of Global Health

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“…In relation to exploratory play, no marked differences were found between the groups in the present sample. This finding is also confirmed by other studies (Baranek et al, 2005;Wilson et al, 2017) but comes in contrast to findings showing that children with ASD spend more time in exploratory play than TD children (Bentenuto et al, 2016;Dominguez et al, 2006).…”

Section: Discussionsupporting

confidence: 88%

Shared intentionality in children with Autism Spectrum Disorder (ASD)

2021

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It is well documented that the ability and motivation to engage with others in collaborative activities with joint goals and shared intentions is the foundation of human uniqueness. However, children with Autism Spectrum Disorder (ASD) show difficulties in sharing their motives, intentions, and emotions with others about topics in the environment and manifest low levels of engagement. The purpose of the present study was to compare the level of intentionality and social engagement in 10 children with ASD and 10 typically developing (TD) children, matched for mental age, during free play interactions with their mothers. Children were video recorded while playing with their mothers in a naturalistic condition with toys provided by the researcher. For the microanalysis of the video recordings the EUDICO Linguistic Annotator was used, which permits the analysis of joint behaviors and captures subtle qualitative differences in social engagement. Results indicated that children with ASD showed deficits in joint attention, exhibited no functional play and employed less communicative gestures than their peers in the comparison group. These differences between the two groups in their mode of communication led to the emergence of two distinct patterns of engagement which depict the different level of intentionality that these groups have in sharing their experiences during mother-child interactions. These representative patterns of interaction can be used as a potential tool for early identification of children at risk of ASD well before other behaviors become fully manifested.

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“…Research shows the existence of a remarkable relationship among child play, the age of development [ 42 ], and the development of expressive and receptive language [ 41 , 43 , 44 , 45 , 46 , 47 ] in children with both typical and atypical development. According to Bigham [ 37 ], the delay in the development of language and receptive language predicts the difficulties of children with ASD in pretend play.…”

Section: Introductionmentioning

confidence: 99%

Symbolic Play among Children with Autism Spectrum Disorder: A Scoping Review

et al. 2021

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Symbolic play is considered an early indicator in the diagnosis of autism spectrum disorder (ASD) and its assessment. The objective of this study was to analyze the difficulties in symbolic play experienced by children with ASD and to determine the existence of differences in symbolic play among children with ASD, children with other neurodevelopmental disorders and children with typical development. A scoping review was carried out in the Web of Science (WoS), Scopus, ERIC, and PsycInfo databases, following the extension for scoping reviews of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. The number of papers included in the review was 22. The results confirm that children with ASD have greater difficulties with symbolic play than children with other neurodevelopmental disorders and children with typical development, even when controlling for their verbal age. Difficulties are greater in situations of free or spontaneous play. Results evidenced that the absence or deficiency in the symbolic play can serve as an early indicator of ASD between the first and second year of life, the developmental moment in which this type of play begins.

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Mother-Child Play: A Comparison of Autism Spectrum Disorder, Down Syndrome, and Typical Development

Cited by 31 publications

References 55 publications

Child development, growth and microbiota: follow-up of a randomized education trial in Uganda

Child development, growth and microbiota: follow-up of a randomized education trial in Uganda

Shared intentionality in children with Autism Spectrum Disorder (ASD)

Symbolic Play among Children with Autism Spectrum Disorder: A Scoping Review

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