Logo image
Back
An Expanded View of Joint Attention: Skill, Engagement, and Language in Typical Development and Autism
Journal article   Open access   Peer reviewed

An Expanded View of Joint Attention: Skill, Engagement, and Language in Typical Development and Autism

Lauren B Adamson, Roger Bakeman, Katharine Suma and Diana L Robins
Child development, v 90(1), pp e1-e18
Jan 2019
DOI: https://doi.org/10.1111/cdev.12973
PMID: 28991358
Featured in Collection :   UN Sustainable Development Goals @ Drexel
url
https://doi.org/10.1111/cdev.12973View
Published, Version of Record (VoR) Open

Abstract

This study provides an expanded view of joint attention and its relation to expressive language development. A total of 144 toddlers (40 typically developing, 58 with autism spectrum disorder [ASD], 46 with developmental delay [DD]) participated at 24 and 31 months. Toddlers who screened positive for ASD risk, especially those subsequently diagnosed with ASD, had poorer joint attention skills, joint engagement during parent–toddler interaction, and expressive language. Findings highlight the dynamic relation between joint attention and language development. In the ASD and DD groups, joint engagement predicted later expressive vocabulary, significantly more than predictions based on joint attention skills. Joint engagement was most severely impacted when toddlers did not talk initially and improved markedly if they subsequently began to speak.

Metrics

22 Record Views
105 citations in Web of Science
112 citations in Scopus

Details

UN Sustainable Development Goals (SDGs)

This publication has contributed to the advancement of the following goals:

#3 Good Health and Well-Being

InCites Highlights

Data related to this publication, from InCites Benchmarking & Analytics tool:

Collaboration types
Domestic collaboration
Web of Science research areas
Psychology, Developmental
Psychology, Educational
Logo image