TY - JOUR
T1 - Communicative use of triadic eye gaze in children with Down syndrome, autism spectrum disorder, and other intellectual and developmental disabilities
AU - Hahn, Laura J.
AU - Brady, Nancy C.
AU - Versaci, Theresa
N1 - Funding Information:
This research was supported by National Institute of Child Health and Human Development Grants R01 HD076903, awarded to Nancy C. Brady, Kandace Fleming, and Connie L Kasari; T32 HD057844, awarded to Kathryn J. Saunders; P30 HD002528, awarded to John A. Colombo; and U54 HD090216, awarded to John A. Colombo; and National Institute of Mental Health Grant L40 MH108014, awarded to Laura J. Hahn. This article was presented as a poster at the 2015 American Speech-Language-Hearing Association Convention in Denver, Colorado. We would also like to thank Megan Daly and Liz Porter, who assisted in data coding.
PY - 2019/11
Y1 - 2019/11
N2 - Purpose: This study examines differences in the communicative use of triadic eye gaze (TEG) during a communicative interaction in 2 neurodevelopmental disorders: Down syndrome (DS) and autism spectrum disorders (ASD), and a 3rd group of varying disabilities associated with intellectual and developmental disabilities (IDDs). Also, the relationship between TEG use and language abilities was explored. Method: Participants were 45 children, 15 in each group. The frequency of TEG was coded during a scripted communication assessment when children were between 3 and 6 years of age (37–73 months). Receptive and expressive language was measured using raw scores from the Mullen Scales of Early Learning concurrently between 3 and 6 years and again 2 years later when children were between 5 and 8 years (59–92 months). Results: Descriptively, children with DS had a higher frequency of TEG than children with ASD and IDD, but significant differences were only observed between children with DS and ASD. More TEG at Time 1 in children with DS was associated with higher receptive language at Time 1 and higher expressive language at Time 2. For children with ASD, a trend for a positive association between TEG at Time 1 and language abilities at Time 2 was observed. No significant associations were observed for children with IDD. Conclusion: Children with DS used TEG significantly more than children with ASD in this sample. Identifying strengths and weaknesses in TEG use is important because providing caregiver training to facilitate TEG can result in increased opportunities to respond with language models and promote language development.
AB - Purpose: This study examines differences in the communicative use of triadic eye gaze (TEG) during a communicative interaction in 2 neurodevelopmental disorders: Down syndrome (DS) and autism spectrum disorders (ASD), and a 3rd group of varying disabilities associated with intellectual and developmental disabilities (IDDs). Also, the relationship between TEG use and language abilities was explored. Method: Participants were 45 children, 15 in each group. The frequency of TEG was coded during a scripted communication assessment when children were between 3 and 6 years of age (37–73 months). Receptive and expressive language was measured using raw scores from the Mullen Scales of Early Learning concurrently between 3 and 6 years and again 2 years later when children were between 5 and 8 years (59–92 months). Results: Descriptively, children with DS had a higher frequency of TEG than children with ASD and IDD, but significant differences were only observed between children with DS and ASD. More TEG at Time 1 in children with DS was associated with higher receptive language at Time 1 and higher expressive language at Time 2. For children with ASD, a trend for a positive association between TEG at Time 1 and language abilities at Time 2 was observed. No significant associations were observed for children with IDD. Conclusion: Children with DS used TEG significantly more than children with ASD in this sample. Identifying strengths and weaknesses in TEG use is important because providing caregiver training to facilitate TEG can result in increased opportunities to respond with language models and promote language development.
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U2 - 10.1044/2019_AJSLP-18-0155
DO - 10.1044/2019_AJSLP-18-0155
M3 - Article
C2 - 31487475
AN - SCOPUS:85075566375
VL - 28
SP - 1509
EP - 1522
JO - American Journal of Speech-Language Pathology
JF - American Journal of Speech-Language Pathology
SN - 1058-0360
IS - 4
ER -