The Behaviors of Parents of Children with Autism Predict the Subsequent Development of Their Children's Communication

By Michael Siller, M. Sigman. Journal of Autism and Developmental Disorders, 2002

705 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/99fc7bed189ad49e366693affa9552fda6394311

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Citations in the corpus

The Relationship Between Joint Attention and Language in Children With Autism Spectrum Disorders (2008, background): “Siller and Sigman (2002) , in a longitudinal study of children with autism, also found a significant relationship between the ability to respond to the joint attention bid of caregivers and gains in language.”
Why is joint attention a pivotal skill in autism? (2003, background): “…partly compensate for the child’s attentional impairments, providing a more consistent model of being an agent directing attention (and having intentions) in relation to objects and events in the world, or simply being a more fun and motivational partner in social exchanges (Siller & Sigman 2002).”
Developmental deficits in social perception in autism: the role of the amygdala and fusiform face area (2005, background): “This type of model suggests that it is through experiences, either alone or in combination with other vulnerabilities, that affects of the initial insult become more wide spread.”
Caregiver Responsiveness and Social Interaction Behaviors of Young Children With Autism (2008, background): “Siller and Sigman (2002) demonstrated a positive association between the frequency with which parents of young children with autism initiated interactions (e.g., by pointing to, showing, or offering a toy) and gains in child initiations of joint attention 1 year later.”
Effects of a Brief Early Start Denver Model (ESDM)–Based Parent Intervention on Toddlers at Risk for Autism Spectrum Disorders: A Randomized Controlled Trial (2012, methodology): “JOURNAL OF THE AMERICAN ACADEMY OF CHILD & ADOLESCENT PSYCHIATRY VOLUME xx NUMBER x MONTH 2012 been found to predict language outcomes in ASD, as they do in typical development.(5-7) Thus, the effects of parent-delivered toddler interventions are likely mediated by the quality and quantity of parent”
Early behavioral intervention, brain plasticity, and the prevention of autism spectrum disorder (2008, background): “It has been demonstrated that parents who display higher levels of synchronization and contingent responses during interaction have children with ASD who develop superior communication skills over periods of 1, 10, and 16 years (Siller & Sigman, 2002).”
Distance Video-Teleconferencing in Early Intervention (2013, background): “…important contribution to early language development for children without disabilities (e.g., TamisLeMonda & Bornstein, 2002) as well as for children at risk for, or with, developmental delays (e.g., McDuffie & Yoder, 2010; Siller & Sigman, 2002; Warren, Brady, Sterling, Fleming, & Marquis, 2010).”
Early social attention impairments in autism: social orienting, joint attention, and attention to distress. (2004, background): “It is possible to facilitate the development of joint attention in children with autism (Dawson & Zanolli, 2003; Klinger & Dawson, 1992; Siller & Sigman, 2002; Whalen & Schreibman, 2003).”
Using Relationship-Focused Intervention to Enhance the Social—Emotional Functioning of Young Children with Autism Spectrum Disorders (2003, background): “…in these stud- ies have included typically developing children, children at risk due to prematurity or poor environmental conditions, children with mild and moderate developmental delays (Mahoney, Finger, & Powell, 1985), and children with autism spectrum disorders (ASD; Siller & Sigman, 2002).”
Emotion-Based Language Instruction (EBLI) as a new perspective in bilingual education (2013, background): “There is a plenty of evidence which shows that emotional processes including engagement, joint attention, affective reciprocity, and creative play are related to healthy social, language, and intellectual functioning (Greenspan 2004; Siller and Sigman 2002).”