Social and Instrumental Interaction between Parents and Their Toddlers with Autism: A Qualitative Analysis

Autor/inn/en	Schertz, Hannah H.; Call-Cummings, Meagan; Horn, Kathryn; Quest, Kelsey; Law, Rhiannon Steffen
Titel	Social and Instrumental Interaction between Parents and Their Toddlers with Autism: A Qualitative Analysis
Quelle	40 (2018) 1, S.20-38 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/1053815117737353
Schlagwörter	Autism; Child Development; Coding; Data Analysis; Infants; Interaction; Interpersonal Communication; Intervention; Observation; Parent Child Relationship; Pervasive Developmental Disorders; Qualitative Research; Social Development; Toddlers; Video Technology + Suchen Sie Ihr Suchwort? Autismus; Kindesentwicklung; Codierung; Programmierung; Auswertung; Infant; Toddler; Toddlers; Kleinkind; Interaktion; Interpersonale Kommunikation; Beobachtung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Qualitative Forschung; Soziale Entwicklung; Infants
Abstract	A qualitative study of three parents and their toddlers with autism was conducted to investigate the communicative functions underlying parent-toddler interactions and how the instrumental or social nature of one partner's actions influenced the other's engagement. Parent-child interaction videos collected from a separate intervention study were transcribed with thick description, coded for literal and inferential meaning by independent coders, and analyzed for emergent themes following an iterative process of code categorization. Themes converged around the partner as instrument, attempted but missed social connections, and congruent social engagement. A complementary interactional sequential analysis revealed that communicative functions of initiating partners were largely mirrored in their partners' responding actions, suggesting that actively supporting parents to interact with their toddlers socially, rather than prescriptively or instrumentally, may be a potent intervention strategy to address the core social communication challenge in autism during the formative early developmental period. [This paper was published in "Journal of Early Intervention" (EJ1168909).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01