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Parents’ gesture adaptations to children with autism spectrum disorder

Published online by Cambridge University Press:  07 October 2019

Hanako YOSHIDA ,
Paul CIRINO ,
Sarah S. MIRE ,
Joseph M. BURLING  and
Sunbok LEE
Hanako YOSHIDA*
Affiliation:
Department of Psychology, University of Houston, USA
Paul CIRINO
Affiliation:
Department of Psychology, University of Houston, USA
Sarah S. MIRE
Affiliation:
Department of Psychological, Health, and Learning Sciences, University of Houston, USA
Joseph M. BURLING
Affiliation:
Department of Psychology, Ohio State University, USA
Sunbok LEE
Affiliation:
Department of Psychology, University of Houston, USA
*
*Corresponding author: Fred J. Heyne Building, 3695 Cullen Blvd., Houston, TX77204, USA. E-mail: yoshida@uh.edu
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Abstract

The present study focused on parents’ social cue use in relation to young children's attention. Participants were ten parent–child dyads; all children were 36 to 60 months old and were either typically developing (TD) or were diagnosed with autism spectrum disorder (ASD). Children wore a head-mounted camera that recorded the proximate child view while their parent played with them. The study compared the following between the TD and ASD groups: (a) frequency of parent's gesture use; (b) parents’ monitoring of their child's face; and (c) how children looked at parents’ gestures. Results from Bayesian estimation indicated that, compared to the TD group, parents of children with ASD produced more gestures, more closely monitored their children's faces, and provided more scaffolding for their children's visual experiences. Our findings suggest the importance of further investigating parents’ visual and gestural scaffolding as a potential developmental mechanism for children's early learning, including for children with ASD.

Keywords

gesturesattentionautism spectrum disorder (ASD)
Type
Articles
Information
Journal of Child Language , Volume 47 , Special Issue 1: The Influence of Input Quality and Communicative Interaction on Language Development Part 1 , January 2020 , pp. 205 - 224
Copyright
Copyright © Cambridge University Press 2019

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