| Title |
An Expanded View of Joint Attention: Skill, Engagement, and Language in Typical Development and Autism
|
|---|---|
| Published in |
Child Development, January 2019
|
| DOI | 10.1111/cdev.12973 |
| Pubmed ID | |
| Authors | |
| 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. |
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X Demographics
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 3 | 60% |
| Australia | 1 | 20% |
| Unknown | 1 | 20% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 5 | 100% |
Mendeley demographics
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 368 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 51 | 14% |
| Student > Master | 41 | 11% |
| Researcher | 41 | 11% |
| Student > Bachelor | 33 | 9% |
| Student > Doctoral Student | 24 | 7% |
| Other | 46 | 13% |
| Unknown | 132 | 36% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 121 | 33% |
| Nursing and Health Professions | 27 | 7% |
| Social Sciences | 26 | 7% |
| Medicine and Dentistry | 12 | 3% |
| Linguistics | 8 | 2% |
| Other | 26 | 7% |
| Unknown | 148 | 40% |