Global ETD Search

1	Temperament, Joint Engagement, and Language Skills in Toddlers Angeli, Nicolle 12 January 2006 (has links) This study investigated how emotion-regulation would moderate the relationship between shyness and joint engagement and how joint engagement would mediate the relationship between shyness and language skills. Fifty-three mother-child dyads were observed in the laboratory according to the Communication Play Protocol (Adamson & Bakeman, 1999) when the toddlers were 24 and 30 months of age. Mothers completed the Temperament Behavior Assessment Questionnaire-Revised (Rothbart & Goldsmith, unpublished). Toddlers also completed the Peabody Picture Vocabulary Test-III (PPVT-III; Dunn & Dunn, 1997) and Expressive Vocabulary Test (EVT; Williams, 1997). The relationship between shyness and the percentage of time spent in non-symbol-infused coordinated joint engagement was moderated by a toddler’s ability to self-soothe. Shyer toddlers had significantly lower receptive language scores than less shy toddlers, and this relationship was partially mediated by the percentage of time toddlers spent in symbol-infused supported and coordinated joint engagement states. INDEX WORDS: Temperament, Shyness, Emotion-regulation, Language Skills, Joint Engagement Language Skills Emotion-regulation Shyness Temperament Joint Engagement Psychology
2	Self-regulation, joint engagement, and vocabulary development in preschool children with and without multi-system developmental delay Davison, Jessie Louise January 2013 (has links) This study explored relationships between vocabulary size and self-regulation and joint engagement in 28 children with multi-system developmental delay (DD) aged 2;5 (years;months) to 5;6 and a language age-matched control group of 28 typically developing (TD) children aged 0;7 to 5;6 drawn from a larger sample of 77. Parents completed the ABASII, Second Edition (ABASII; Harrison & Oakland, 2003), with the Leisure, Self-direction, and Social subtests serving as measures of self-regulation and joint engagement. Vocabulary size was measured using an adaptation of the New Zealand version of the MacArthur Communicative Development Inventory: Toddlers (CDI; Reese & Read, 2000). Responses to the Language Use Inventory (O'Neill, 2007) were also collected for comparison with the CDI. Group differences on vocabulary size and the ABASII Social and Self-direction subtests were not significant. However, children with multi-system DD scored significantly higher on the Leisure subtest. Data from the children with multi-system DD revealed a medium, positive correlation between the CDI total score and the raw score of the Leisure subtest, r = 0.34, p = 0.075 and for the TD children a strong, positive correlation r = 0.51, p = 0.006. For the children with multi-system DD, there was a medium, positive correlation between the CDI total score and the raw score of the Self-direction subtest, r = 0.39, p = 0.038 and a strong, positive correlation for the TD children, r = 0.52, p = 0.005. Similarly, for the children with multi-system DD there was a medium, positive correlation between the CDI total score and the raw score of the Social subtest, r = 0.41, p = 0.032 and a strong, positive correlation for the TD children, r = 0.63, p < 0.001. The results suggest a positive correlation between self-regulation and joint engagement and vocabulary development in both groups of children. self-regulation joint engagement vocabulary development preschool children developmental delay
3	Child-Related Factors That Influence Responsiveness In Mothers Of Preschool-Age Children With Autism Spectrum Disorders: A Mixed-Methods Study Santhanam, Siva priya 21 April 2014 (has links) No description available. Speech Therapy Maternal responsiveness autism spectrum disorders communicative acts coordinated joint engagement child temperament
4	The Development of a Three Minute Realtime Sampling Method to Measure Social Harmony during Interactions between Parents and their Toddlers with Autism Cunningham, Isabel L. 08 1900 (has links) Training parents of a child with autism to increase the frequency of their child's social behavior may improve the quality of parent-child interactions. The purpose of this methodological study was to develop a direct observation method for rapidly sampling social harmony between parents and their toddlers with autism during parent training interactions. The current study used a pre and post probe design, with benchmark comparisons to test the discriminability of the measurement protocol across two sets of data. The first set of data came from pre and post training videos from a parent training program for children with a diagnosis of autism or at risk for a diagnosis. The second set of data came from videos of typically developing toddlers and their parents. The results of the study show that the measurement system differentiated in the level of harmonious engagement between the benchmark sample and the sample including children diagnosed with autism. The results are discussed in the context of future directions and the utility of the measurement system for behavior analytic practices in parent training and other settings where rapport and complex interactional behaviors are an intervention priority. social engagement measurement behavior analysis applied behavior analysis autism harmonious engagement methodological study parent-child interaction parent-child engagement benchmark parent-toddler interaction parent-toddler engagement synchronous engagement joint engagement joint attention parent training Sunny Starts family connections project indices of happiness affect responsiveness caregiver responsiveness operational definition measurement system rapport relationship quality parent-child social engagement social dance early intensive behavioral intervention interobserver agreement Psychology, Behavioral Psychology, Developmental Education, Special Parents of autistic children. Parent and child.

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