scholarly journals Agreement Between Parental Report and Clinician Observation of Infant Developmental Skills

2021 ◽  
Vol 12 ◽  
Author(s):  
Alexis Federico ◽  
Dexin Shi ◽  
Jessica Bradshaw
Keyword(s):  
Communication Skills ◽  
Motor Skills ◽  
Social Communication ◽  
Parent Report ◽  
First Year ◽  
Developmental Skills ◽  
Social Communication Skills ◽  
Young Infants ◽  
Strong Relation ◽  
First Year Of Life

Understanding the convergence between parent report and clinician observation measures of development is important and became even more critical during the COVID-19 pandemic as clinician contact with families was significantly limited. Previous research points to inconsistencies in the degree of agreement between parents and clinicians and very little research has examined these associations for infants within the first year of life. This study investigated the association between parent report and clinician observation measures of social communication and motor skills in 27 young infants who were assessed at 9 and 12 months of age. Results suggest a strong relation between clinician and parent rated motor skills, but weak to moderate associations between clinician and parent rated communication skills. Infant temperament played a significant role in parent ratings of infant communication. Together, these results provide support for data collection via parent report or clinician observation of infant motor skills, but suggest that multiple measures of infant communication may be helpful to obtain high-quality, perhaps more accurate, assessment social-communication skills. Specifically, multiple parent report measures along with an observation of parent-infant interactions will likely provide a more rich and accurate characterization of infant social-communication abilities.

Predicting autism diagnosis by 7 years of age using parent report of infant social communication skills

2014 ◽  
Vol 50 (9) ◽  
pp. 693-700 ◽  
Author(s):  
Carly Veness ◽  
Margot Prior ◽  
Patricia Eadie ◽  
Edith Bavin ◽  
Sheena Reilly
Keyword(s):  
Communication Skills ◽  
Social Communication ◽  
Parent Report ◽  
Autism Diagnosis ◽  
Social Communication Skills

scholarly journals Leveraging telehealth to evaluate infants with prodromal autism spectrum disorder characteristics using the telehealth evaluation of development for infants

Autism ◽  
2021 ◽  
pp. 136236132110455
Author(s):  
Meagan R Talbott ◽  
Sarah Dufek ◽  
Greg Young ◽  
Sally J Rogers
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Parent Report ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
First Year ◽  
Early Evaluation ◽  
Infant Sibling ◽  
Developmental Domains ◽  
First Year Of Life

This study investigated the feasibility of recruiting and assessing infants with prodromal autism characteristics in the first year of life via telehealth. Participants included 41 infants (Mage = 10.51 months, 51.2% female, 80.5% White) whose parents had concerns about social communication delays or autism. All infants met concerns criteria on a social communication screener. Infants were subsequently assessed via telehealth using the Telehealth Evaluation of Development for Infants protocol, wherein parents are coached through a series of semi-structured interactions from which key measures of autism characteristics, communication, developmental level, and clinical best estimates of autism spectrum disorder likelihood are scored. Parents completed online questionnaires and surveys measuring the acceptability of the telehealth visits. Across both parent report and examiner-derived measures, infants demonstrated high scores on measures of purported autism traits, decreased communication skills, and delayed achievement of developmental milestones. Caregivers’ acceptability ratings were uniformly positive. Results highlight the potential for telehealth to expand the scope of studies of emerging autism beyond infant sibling designs and to increase families’ access to early evaluation services. Lay abstract Many families seeking early evaluations for autism spectrum disorder face long waitlists, must often travel to centers with appropriate expertise, and are frequently told by providers to “wait and see.” This results in significant stress for families and delayed supports to infants and their caregivers who could benefit. This study evaluated whether telehealth could be used to identify and evaluate infants with early autism spectrum disorder characteristics in the first year of life. In this study, we evaluated 41 infants via telehealth using a standard set of probes and scored behavior related to social communication, play, imitation, and other developmental domains. We found the majority of infants demonstrated elevated likelihood of autism spectrum disorder on both parent-reported questionnaires and examiner-rated behavior. Caregiver ratings of the overall utility of the protocol used in this study were high. Overall, this study demonstrates the feasibility for telehealth-based approaches to evaluate infants’ with elevated likelihood of autism spectrum disorder in the first year of life, which could help to improve families’ access to care and to expand our capacity to conduct studies evaluating possible intervention supports.

Nonverbal Learning Disabilities

2017 ◽  
Author(s):  
Carleen Franz ◽  
Lee Ascherman ◽  
Julia Shaftel
Keyword(s):  
Learning Disabilities ◽  
Communication Skills ◽  
Motor Skills ◽  
Social Communication ◽  
Social Impairment ◽  
Fine Motor ◽  
Nonverbal Learning Disabilities ◽  
Social Communication Skills ◽  
Visual Spatial ◽  
Nonverbal Learning

Nonverbal learning disabilities (NVLDs) occur when average or above-average verbal abilities contrast with weak visual-spatial, motor, and social communication skills. Students with NVLD often have delayed gross and fine motor skills, interpersonal skills deficits in nonverbal communication and pragmatic language, and problems with visual and spatial memory. The severity of NVLD varies from relatively mild social impairment or delays in gross motor skills, such as riding a bike or throwing a ball, to serious academic problems, often in mathematics. These students often demonstrate good comprehension and memory for rote information with weak figurative language and social communication skills. Case studies and remedial strategies are included to illustrate NVLD.

scholarly journals Developmental Trajectory of Audiovisual Speech Integration in Early Infancy. A Review of Studies Using the McGurk Paradigm

2015 ◽  
Vol 19 (2) ◽  
pp. 77-100 ◽  
Author(s):  
Przemysław Tomalski
Keyword(s):  
Speech Processing ◽  
Language Production ◽  
Developmental Trajectory ◽  
First Year ◽  
Audiovisual Speech ◽  
Perceptual Development ◽  
Phonological Knowledge ◽  
Young Infants ◽  
Age Related ◽  
First Year Of Life

Abstract Apart from their remarkable phonological skills young infants prior to their first birthday show ability to match the mouth articulation they see with the speech sounds they hear. They are able to detect the audiovisual conflict of speech and to selectively attend to articulating mouth depending on audiovisual congruency. Early audiovisual speech processing is an important aspect of language development, related not only to phonological knowledge, but also to language production during subsequent years. Th is article reviews recent experimental work delineating the complex developmental trajectory of audiovisual mismatch detection. Th e central issue is the role of age-related changes in visual scanning of audiovisual speech and the corresponding changes in neural signatures of audiovisual speech processing in the second half of the first year of life. Th is phenomenon is discussed in the context of recent theories of perceptual development and existing data on the neural organisation of the infant ‘social brain’.

scholarly journals Allergic Food Sensitization and Disease Manifestation in the Fetus and Infant: A Perspective

Allergies ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 115-122
Author(s):  
Russell J. Hopp ◽  
Peggy Salazar ◽  
Muhammad Asghar Pasha
Keyword(s):  
Allergic Disease ◽  
First Year ◽  
Disease Manifestation ◽  
Young Infants ◽  
Wait And See ◽  
First Year Of Life ◽  
Food Sensitization

Even though allergic disease is identified in the first year of life, it is often in a less forward fashion, with elements of a wait and see approach. If the infant does not have an anaphylactic food reaction, other less dramatic allergic phenomenon is often under-emphasized, waiting for additional concerns. We approached this with a conception to first conduct birthday surveys, attempting to link intrauterine and peri-birth circumstances to affect better allergy recognition in young infants.

Longitudinal Analysis of State Patterns and Related Variables among Infants and Children with Significant Disabilities

2002 ◽  
Vol 27 (2) ◽  
pp. 112-124 ◽  
Author(s):  
Doug Guess ◽  
Sally Roberts ◽  
Jane Rues
Keyword(s):  
First Year ◽  
Early Interventions ◽  
Learning And Development ◽  
Significant Disabilities ◽  
Optimal Learning ◽  
Developmental Skills ◽  
Time Period ◽  
Additional Group ◽  
First Year Of Life ◽  
Older Populations

Behavior states and related developmental and medical variables were observed during all or part of the first 4 years of life for 34 infants identified with severe cognitive and multiple disabilities. Eight infants died before 1 year of age. Extensive data were then collected for an additional group of 8 infants who were observed through the age of 4 years. Findings demonstrated emerging state profiles during this time period that were consistent with those found among older populations observed in previous investigations. Different behavior state profiles at age 4 years were indicated by several developmental skills in the first year of life. These results suggest the need for specific, early interventions with infants whose state patterns are inconsistent with optimal learning and development.

Integrating Written Text and Graphic Cues Into Peer-Mediated Interventions: Effects on Reciprocal Social Communication Skills

2016 ◽  
Vol 1 (1) ◽  
pp. 20-28
Author(s):  
Todd M. Miller ◽  
Kathy Thiemann-Bourque
Keyword(s):  
Social Skills ◽  
Students With Disabilities ◽  
Communication Skills ◽  
Social Communication ◽  
Autism Spectrum ◽  
Written Text ◽  
Social Skills Instruction ◽  
Social Communication Skills ◽  
Text Cues ◽  
Peer Mediated Intervention

A growing body of evidence has supported the use of peer-mediated interventions to increase the social-communication skills of students with a variety of developmental disabilities, including autism spectrum disorders (ASD). Despite these promising results, however, many practitioners may struggle to effectively implement peer-mediated interventions across the diverse presentation and skill profiles of students with ASD, specifically in accommodating the unique language and communication needs of their students. This article presents an example of integrating written-graphic and text cues into a peer-mediated intervention for three elementary-age students with ASD. Emphasis is placed on describing the teaching procedures used to encourage students with ASD and peers to participate in shared games and activities together, using written-graphic and text cues to support appropriate social communication. Additionally, strategies for selecting and including typically-developing peers to participate in social skills programming are reviewed. Data collected throughout the peer-mediated intervention demonstrates the positive effect of systematic social skills instruction for both students with disabilities and their peers.

scholarly journals COMMUNICATION SKILLS AND ITS RELATIONSHIP TO SELF-TRANSCENDENCE AMONG MIDDLE SCHOOL TEACHERS

2021 ◽  
Vol 03 (08) ◽  
pp. 360-374
Author(s):  
Lamia Yassin ZUGHAYER
Keyword(s):  
Middle School ◽  
Communication Skills ◽  
Middle School Teachers ◽  
Social Communication ◽  
Cluster Method ◽  
School Teachers ◽  
Social Communication Skills ◽  
The Social ◽  
Self Transcendence ◽  
The Relationship

The research problem lies in the following questions: What is the nature of the correlation between social communication skills and self-transcendence among middle school teachers, and does this relationship differ according to gender? Therefore, the current research aims to identify: 1-The social communication skills of middle school teachers. 2- Self-transcendence among middle school teachers. 3- The relationship between social communication skills and self- transcendence among middle school teachers 4 - The difference in the relationship between social communication skills and self-transcendence among middle school teachers according to the gender variable (male - female).For the purpose of verifying this, the scale of social communication skills prepared by Al-Samadoni and built according to the Reggio model, which includes (32) items, as well as the scale of self-transcendence prepared by Abdel Wahab, which includes (57) items, was used. The two scales were applied to a sample of (120) chosen by the random cluster method ,The results of the research showed that the social communication skills of middle school teachers were respectively social control, social expression and social sensitivity. As for self transcendence, it appeared that they enjoy a high level of self-transcendence, and that there is a statistically significant relationship between social communication skills and self-transcendence, and there are no differences in the relationship Between social communication skills and self-transcendence can be traced back to the gender variable, and in light of these results, the current research reached a set of recommendations and suggestions. Keywords: Social Communication Skills, Self-Transcendence, Middle School Teachers.

scholarly journals Pengaruh Pola Asuh Dan Pola Bermain Terhadap Kemampuan Komunikasi Sosial Pada Anak Autism Di Surakarta

2019 ◽  
Vol 8 (2) ◽  
pp. 162-168
Author(s):  
Sudarman Sudarman ◽  
Roy Romey Daulas M
Keyword(s):  
Communication Skills ◽  
Parenting Style ◽  
Social Communication ◽  
Children With Autism ◽  
P Value ◽  
Cross Sectional ◽  
Positive Correlation ◽  
Social Communication Skills ◽  
The Social ◽  
Analytic Design

Background: Family is the most important role in a child's life, a place where he learns and expresses himself as a social creature, because the family provides the basis for the formation of personality, character, morals, socio-cultural and religious development as the first and foremost education place for children. The character development, morals and social development is very much influenced by parenting style and the playing pattern of child. Objective,to find out whether there is an influence of parenting style and playing patterns towards the ability of Social Communication in Children with Autism in the City of Surakarta. Methods: This type of research is a quantitative study with an observational analytic design through a cross sectional approach. This research will be conducted in the residency of Surakarta, in this study there is no intervention or treatment of respondents, and only observed once and do not follow up. Instrument, The instrument used to measure parenting style and playing patterns as well as children's social communication skills is a questionnaire. This questionnaire consists of three parts: the parenting style questionnaire aims to find out the form of parenting for children with autism. The play pattern questionnaire aims to find out the shape of the game patterns given to children with autism, and the social communication skills questionnaire aims to find out the social communication skills of children with autism. Results: Correlation statistical test using Spearmen`s rho analysis on parenting style variables with children's social communication skills obtained p value (sig.) 0.006, which means the value of p value 0.006 <0.05 means that there is a relationship between the form of parenting style h with communication skills social children, with a positive correlation with weak strength (r count 0.393); while variable on play patterns with social communication skills obtained p value 0.011 <0.05 means that there is a relationship between the form of play patterns with children's social communication skills, with a positive correlation direction and moderate strength (r count 0.363). Conclusion: Multivariate test results with multiple logistic regression showed that the R Square value of 0.057, which means that the parenting style variable and playing patterns can increase social communication skills of children with autism by 0.5% and the rest are explained in other factors outside the research model.

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