Parents' Application of Mediated Learning Principles as Predictors of Toddler Social Initiations

Autor/inn/en	Schertz, Hannah H.; Liu, Xinyue; Odom, Samuel L.; Baggett, Kathleen M.
Titel	Parents' Application of Mediated Learning Principles as Predictors of Toddler Social Initiations
Quelle	In: Autism: The International Journal of Research and Practice, 26 (2022) 6, S.1536-1549 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Schertz, Hannah H.) ORCID (Odom, Samuel L.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613211061128
Schlagwörter	Toddlers; Autism Spectrum Disorders; Social Development; Parent Role; Intervention; Attention; Interpersonal Communication; Parent Child Relationship; Interaction; Preschool Children; Learning Processes; Indiana; Kansas; Missouri; North Carolina; Autism Diagnostic Observation Schedule; Mullen Scales of Early Learning + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Autism; Autismus; Soziale Entwicklung; Parental role; Elternrolle; Aufmerksamkeit; Interpersonale Kommunikation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Learning process; Lernprozess
Abstract	How parents support social learning at the preverbal level for toddlers with autism is rarely reported, limiting the field's understanding of factors that may influence early development of social competency. As a central challenge in autism that is resistant to intervention, preverbal social initiating is an important indicator of social motivation. This study explored parents' application of mediated learning principles. Mediated learning theory is based on active engagement in the learning process or "learning to learn" and the Joint Attention Mediated Learning intervention applied the principles to child and parent learning. The investigation explored associations between parents' application of mediated learning principles with unprompted initiation of joint attention for 119 toddlers with autism. Post-intervention videos of unstructured parent-child interaction were used to analyze parents' application of the principles and child initiation of joint attention. Significant differences were found between intervention and control conditions in parents' mediation of child learning. In a multiple regression analysis of associations between parents' application of the principles and toddler initiation of joint attention, parents' success in applying mediated learning principles predicted toddlers' initiation of joint attention gains. Considered individually, the strongest predictor of initiation of joint attention was the principle Giving Meaning with the principle Encouraging also showing significance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01