Joint Attention and Sensory-Regulatory Features at 13 and 22 Months as Predictors of Preschool Language and Social-Communication Outcomes

Autor/inn/en	Nowell, Sallie W.; Watson, Linda R.; Crais, Elizabeth R.; Baranek, Grace T.; Faldowski, Richard A.; Turner-Brown, Lauren
Titel	Joint Attention and Sensory-Regulatory Features at 13 and 22 Months as Predictors of Preschool Language and Social-Communication Outcomes
Quelle	In: Journal of Speech, Language, and Hearing Research, 63 (2020) 9, S.3100-3116 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Nowell, Sallie W.) ORCID (Crais, Elizabeth R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Preschool Children; Toddlers; At Risk Persons; Autism; Pervasive Developmental Disorders; Predictor Variables; Language Skills; Language Acquisition; Interpersonal Competence; Interpersonal Communication; Communication Skills; Attention; Symptoms (Individual Disorders); Sensory Integration; Perceptual Impairments; Eye Movements; Receptive Language; Expressive Language; North Carolina; Mullen Scales of Early Learning; Communication and Symbolic Behavior Scales; Preschool Language Scale; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Infant; Infants; Toddler; Kleinkind; Risikogruppe; Autismus; Prädiktor; Language skill; Sprachkompetenz; Sprachaneignung; Spracherwerb; Interpersonale Kompetenz; Interpersonale Kommunikation; Kommunikationsstil; Aufmerksamkeit; Psychiatrische Symptomatik; Sensorische Integration; Perceptual handicaps; Wahrnehmungsstörung; Augenbewegung; Rezeptive Kommunikationsfähigkeit
Abstract	Purpose: The purpose of this study was to understand how joint attention and sensory-regulatory features are related in early childhood and predict language and social-communication outcomes in preschool in order to build mechanistic theories that can inform early intervention directed at improving these outcomes. Method: Cross-lagged panel analysis models were used to examine the association between joint attention and sensory-regulatory features at 13 and 22 months of age in children (n = 87) who were identified via community screening at 12 months as having a higher likelihood than the general population for being diagnosed with autism spectrum disorder. Results: Significant concurrent correlations and predictive correlations were found between these constructs at 13 and 22 months. Joint attention skills at 13 months predicted both joint attention and sensory-regulatory features at 22 months. Distal language and social-communication outcomes at preschool age (n = 48) were best predicted by sensory-regulatory features at 22 months. Conclusions: Both joint attention and sensory regulation are important factors in the first and second years of life for impacting later preschool language and social-communication outcomes in this sample. These findings may have implications for future early childhood intervention research for children at a higher likelihood for autism spectrum disorder. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01