Physical Therapy Program, Department of Kinesiology, University of Connecticut, Storrs, CT, USA; Institute for Collaboration on Health, Intervention, and Policy, University of Connecticut, Storrs, CT, USA.
Department of Physical Therapy, University of Delaware, Newark, DE, USA; Biomechanics and Movement Sciences Program, University of Delaware, Newark, DE, USA; Psychological and Brain Sciences, University of Delaware, Newark, DE, USA.
Infant Behav Dev. 2020 May;59:101445. doi: 10.1016/j.infbeh.2020.101445. Epub 2020 Apr 17.
During an object sharing paradigm, we compared infant-caregiver interactions between two groups: i) infants at high-risk (HR) for being diagnosed with Autism Spectrum Disorder (ASD) and ii) low-risk (LR) infants, observed at 9, 12, and 15 months of age. 16 HR infants (14 infants with an older sibling diagnosed with ASD and 2 preterm infants that received a diagnosis of ASD at 2 years) and 16 LR infants (typically developing infants without older siblings diagnosed with ASD) were included in the study. At each visit, infants played with objects in the presence of their caregivers as crawlers or walkers. Previously, we found that HR infants are less likely to share their object play with caregivers at walker ages. The present study found that caregivers of HR infants used greater directive bids including being more proximal to infants and using greater verbal and non-verbal bids to sustain their infant's attention and to ensure their compliance during the task compared to caregivers of LR infants. Our study emphasizes the bidirectional and dynamic nature of infant-caregiver interactions. Our findings have implications for caregiver training programs that teach parents appropriate strategies to promote early social communication skills in at-risk infants.
在一个物体分享范式中，我们比较了两组婴儿-照顾者的互动：i）有自闭症谱系障碍（ASD）诊断高风险（HR）的婴儿和 ii）低风险（LR）的婴儿，分别在 9、12 和 15 个月时进行观察。16 名 HR 婴儿（14 名有一个被诊断为 ASD 的年长兄弟姐妹的婴儿和 2 名早产婴儿在 2 岁时被诊断为 ASD）和 16 名 LR 婴儿（没有被诊断为 ASD 的年长兄弟姐妹的典型发育婴儿）被纳入研究。在每次访问中，婴儿在其照顾者在场的情况下作为爬行者或步行者玩物体。之前，我们发现 HR 婴儿在步行阶段不太可能与照顾者分享他们的物体游戏。本研究发现，与 LR 婴儿的照顾者相比，HR 婴儿的照顾者使用了更多的指令性提议，包括更接近婴儿，使用更多的言语和非言语提议来维持婴儿的注意力，并确保他们在任务期间的依从性。我们的研究强调了婴儿-照顾者互动的双向和动态性质。我们的发现对照顾者培训计划有影响，这些计划教父母在有风险的婴儿中促进早期社会沟通技能的适当策略。
