The relationship between Iranian maternal verbal responsiveness styles and child's communication acts with expressive and receptive vocabulary in 13–18 months old typically developing children

Ashtari, Atieh; Samadi, Sayyed Ali; Yadegari, Fariba; Harooni, Gholamreza Ghaedamini

doi:10.1080/03004430.2019.1573227

Cited by 4 publications

(6 citation statements)

References 30 publications

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“…Ashtari et al offered further details on all previous studies investigating the parenting style in Iranian cul-Figure 1. A scheme for profiling children based on their levels of social-conversational participation (18) ture, and confirmed that the mothers' responsiveness positively affected the children's language skills (38). A most recent study by Khanipour et al indicated that parenting style (i.e., authoritative and permissive styles) had the potential to positively predict the semantic and syntactic development in typical Persian-speaking children (36).…”

Section: Introductionmentioning

confidence: 79%

“…According to the previous studies such as Ghorbani et al, the dominant parenting style among Iranian mothers was authoritarian (55). However, recent studies such as Ashtari et al and Khanipour et al highlighted the existence of other parenting styles among Iranian mothers and confirmed the positive effects of such styles on children's language skills (36,38). Taking into account all language findings (TOLD-P3, language sample analysis, and general language indices) as well as the relationship between assertiveness and MLU, on the other hand, our participants lacked the required language abilities to lead the interaction, which may have explained the reason why parents used a particular style.…”

Section: Discussionmentioning

confidence: 97%

“…Most of these studies have recruited the families having children with Down syndrome, and, therefore, our knowledge is not enough about children with ID with other etiologies or unknown etiologies (i.e., etiologies other than genetics include 50% of children with ID (35)). The research focus, as well as the adopted methodologies have been different in related studies conducted in Iran (36)(37)(38). Ashtari et al offered further details on all previous studies investigating the parenting style in Iranian cul-Figure 1.…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of Conversational Skills in Children with Intellectual Disability and Their Mothers’ Parenting Styles

Aminian

Sadegh

Ameri

et al. 2023

Middle East J Rehabil Health Stud

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Background: Non-specific intellectual disability (ID) with a prevalence of approximately 1% is relatively common and has profound negative effects on language development. However, it has received little research attention, especially regarding conversational skills. Developing methods to detect, assess, and categorize conversational skills has created major challenges for speech-language pathologists due to their importance as part of adaptive behaviors in children with ID. Objectives: The present study aimed to examine pragmatic skills through a socio-conversational model, as well as to define the parenting styles of their mothers accordingly. Methods: A total of 21 children with ID and enrolled in preschool-grade 2 were included in this study. A comprehensive set of language assessment tools, including the Test of Language Development-Persian: 3 (TOLD-P):3, Conversational Rating Scale, Vineland Social Growth Scale, and Socio-Conversational Analysis of interaction between child-mother was administered. The descriptive indices, including mean, standard deviation (SD), and percentiles were computed using SPSS-24. The Spearman-rho was applied to search for possible correlation between conversational skills and general language indices. Results: The Means for non-verbal age (based on Leiter test) and chronological age were 4.43 and 7.98 years, respectively. According to the composite scores of the TOLD-P:3, children with ID scored below 69, except for semantics. Their language age for eight subscales of the TOLD-P:3 was 3:04, but it was 5:38 for word articulation. The mean ± SD for different variables were: MLU = 1.95 ± 0.88, TTR = 0.64 ± 0.16, the number of total sentences = 14.52 ± 13.35, and the percentage of complex sentences = 19.71 ± 39.94. Over 60 percentages of the participants scored below average in social growth scale. All children scored as “no or infrequent pragmatic skills” or “pragmatic skills are emerging” in the Conversational Rating Scale. Two-thirds of the mothers had “authoritarian” parenting style. Conclusions: A remarkable delay in language skills, especially in conversational skills of children with non-specific ID, was found and highlighted. The most common parenting style was detected to be controlling style; due to the limitations of our study, however, no definite conclusion was drawn concerning the causal relationship between parenting style and children’s language delays. Children with ID played different roles during interaction, but most of them were inclined to be “passive conversationalist”.

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Section: Introductionmentioning

confidence: 79%

Section: Discussionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Evaluation of Conversational Skills in Children with Intellectual Disability and Their Mothers’ Parenting Styles

Aminian

Sadegh

Ameri

et al. 2023

Middle East J Rehabil Health Stud

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“…Such investigations may be particularly relevant to cultural contexts like Iran, with the limited available literature suggesting a culturally characteristic maternal directive interaction style [Ghorbani, Bing, Watson, Davison, & LeBreton, 2003; Sharifzadeh, 1998; Younesian, Sullivan, Gilmore, & Yadegari, 2018]. Most recently, Ashtari, Samadi, Yadegari, and Ghaedamini Harooni [2019] examined the Iranian mothers' interaction with their TD children aged 13–18 months during free play at home, and found that follow‐in directive responses dominated the mothers' interaction styles.…”

Section: Child Communication Actsmentioning

confidence: 99%

Sequential Associations Between Communication Acts of Children With and Without Autism Spectrum Disorder and Maternal Verbal Responses

et al. 2020

Self Cite

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In this study, the sequential associations between child communication acts, including spontaneous communication (SC) and elicited communication (EC), and the types of verbal responses of Iranian mothers (follow‐in nondirective, follow‐in directive, and redirective responses) were compared between children with autism spectrum disorder (ASD) and young typically developing (TD) children. Participants were 29 children with ASD aged 3–6 years and 40 TD children aged 13–18 months, matched on expressive vocabulary. Using time‐window sequential analysis, maternal verbal responses within a time interval of 3 sec following child communication were examined during 15 min of video‐recorded mother–child free play interaction. Mothers in the two groups had broadly similar patterns of response to child communication acts, but some differences in responding to child EC. Across both groups, sequential associations were stronger for maternal follow‐in nondirective responses to child SC than for this type of response to child EC, and were stronger for follow‐in directive responses to child EC than for follow‐in directive responses to child SC. Child EC and SC acts were less likely to be followed by redirective responses than other maternal responses, again across both groups. Finally, mothers of children with ASD were more likely than mothers of TD children to follow‐in to child EC with both nondirective and directive responses. Our findings suggest that mothers of children with ASD synchronize their responses with their child's SC acts to the same extent as mothers of TD children, and are more synchronous in responding to their child's EC acts. Lay Summary This observational study examined how Iranian mothers verbally responded to their children's communication acts, based on whether the children's communication was spontaneous (unprompted) or elicited (prompted by the mother). Mothers of children with autism spectrum disorder or typical development responded to their children's spontaneous communication acts in similar ways, but showed some differences in responding to children's elicited communication. By prompting their children to communicate, mothers create opportunities to give additional verbal responses to their children, which may help to support children's further language development.

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“…Compared with fathers, mothers also provide more linguistic input to their children (Pancsofar & Vernon‐Feagans, 2006). As a result, mothers have been the focus of most research on language input in early childhood language development (Ashtari et al, 2020; Vernon‐Feagans et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

The effect of recasting by mothers with different conversational styles on the communication behavior of autistic children: Lag sequential analysis

Li,

Peng,

et al. 2023

Autism Research

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Recasting is the adult rephrasing of a child's immediately preceding utterance. It has been shown to have outstanding effects on promoting language development in autistic children. This study used lag sequential analysis to explore the impact of mothers' conversational styles on the communicative behavior of autistic children when using recasting. This study recruited 30 Chinese autistic children (aged 3–6 years) and their mothers. The utterances of the children and their mothers during 30‐min interactions were transcribed, coded, and analyzed. The mothers' conversational styles were determined by the percentages of child‐dominant, mother‐dominant, and equality styles. The results indicated that mothers' conversational styles were predominantly child‐dominant, differing from the expected mother‐dominant style that is typical in Eastern cultures and traditions. However, some mothers still demonstrated a significant proportion of mother‐dominant style in their conversation, while some exhibited a considerable amount of equality style. Moreover, mothers with a mainly child‐dominant style and minimal use of mother‐dominant and equality styles used recasting after the child's response, triggering the child to initiate new topics. Mothers with a child‐dominant style combined with prominent mother‐dominant features implemented untargeted self‐recasting, the children did not respond significantly. Mothers with a child‐dominant style combined with prominent equality features used recasting after the children responded, initiated, or expanded the conversation, which often facilitated the child's expansion of the conversation. These findings provide suggestions for designing parent‐mediated early language interventions for autistic children.

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The relationship between Iranian maternal verbal responsiveness styles and child's communication acts with expressive and receptive vocabulary in 13–18 months old typically developing children

Cited by 4 publications

References 30 publications

Evaluation of Conversational Skills in Children with Intellectual Disability and Their Mothers’ Parenting Styles

Evaluation of Conversational Skills in Children with Intellectual Disability and Their Mothers’ Parenting Styles

Sequential Associations Between Communication Acts of Children With and Without Autism Spectrum Disorder and Maternal Verbal Responses

The effect of recasting by mothers with different conversational styles on the communication behavior of autistic children: Lag sequential analysis

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