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

Overview of attention for article published in Child Development, January 2019
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About this Attention Score

  • Above-average Attention Score compared to outputs of the same age (62nd percentile)

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368 Mendeley
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Article details
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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Timeline Attention over time Attention Score history
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X Demographics

X Demographics

The data shown below were collected from the profiles of 5 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley demographics

Mendeley demographics

The data shown below were compiled from readership statistics for 368 Mendeley readers of this research output. Click here to see the associated Mendeley record.
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Geographical breakdown

Geographical breakdown
Country Count As %
Unknown 368 100%

Demographic breakdown

Readers by professional status
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
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%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 4. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 11 October 2017.
All research outputs
#10,289,364
of 30,038,132 outputs
Outputs from Child Development
#2,717
of 4,782 outputs
Outputs of similar age
#169,110
of 457,013 outputs
Outputs of similar age from Child Development
#39
of 55 outputs
Altmetric has tracked 30,038,132 research outputs across all sources so far. This one has received more attention than most of these and is in the 65th percentile.
So far Altmetric has tracked 4,782 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 28.3. This one is in the 42nd percentile – i.e., 42% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 457,013 tracked outputs that were published within six weeks on either side of this one in any source. This one has gotten more attention than average, scoring higher than 62% of its contemporaries.
We're also able to compare this research output to 55 others from the same source and published within six weeks on either side of this one. This one is in the 29th percentile – i.e., 29% of its contemporaries scored the same or lower than it.