In inclusive preschools, children with autism spectrum disorder (ASD) and other developmental disabilities (DD) are less socially engaged with peers than are typically developing (TD) children. However, there is limited objective information describing how children with ASD engage with teachers, or how teacher engagement compares to engagement with peers. We tracked over 750 hours' worth of children's (N = 77; N = 24, N = 23, N = 30; M = 43.98 months) and teachers' (N = 12) locations and orientations across eight inclusion preschool classrooms to quantify child-teacher and child-peer social preference. Social approach velocity and time in social contact were computed for each child and compared across social partners to index children's preference for teachers over peers. Children with ASD approached teachers--but not peers-more quickly than children with TD, and children with ASD were approached more quickly by teachers and more slowly by peers than children with TD. Children with ASD spent less time in social contact with peers and did not differ from children with TD in their time in social contact with teachers. Overall, children with ASD showed a greater preference for approaching, being approached by, and being in social contact with teachers (relative to peers) than children with TD. No significant differences emerged between children with DD and children with TD. In conclusion, children with ASD exhibited a stronger preference for engaging with teachers over peers, re-emphasizing the need for classroom-based interventions that support the peer interactions of children with ASD.
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http://dx.doi.org/10.1002/aur.3276 | DOI Listing |
Infancy
December 2024
Department of Psychology, University of South Carolina, Columbia, South Carolina, USA.
Social smiling is the earliest gained social communication skill, emerging around 2 months of age. From 2 to 6-months, infants primarily smile in response to caregivers. After 6 months, infants coordinate social smiles with other social cues to initiate interactions with the caregiver.
View Article and Find Full Text PDFJ Affect Disord
December 2024
Department of Sleep and Psychology, Chongqing Health Center for Women and Children, Chongqing 401147, China; Department of Sleep and Psychology, Women and Children's Hospital of Chongqing Medical University, 401147, China. Electronic address:
Background: Maternal smoking around birth (MSAB) and early-life breastfeeding (BAB) represent critical factors that may exert enduring effects on neuropsychiatric health. Although previous research has examined these exposures separately, the combined impact of both on disorders such as ADHD, ASD, BD, MDD, ANX, and SCZ remains unclear. This study aims to evaluate the causal relationships between MSAB and BAB and the risk of developing these neuropsychiatric disorders through Mendelian randomization (MR) analysis.
View Article and Find Full Text PDFIn the current study, we tested a Jordanian version of the Bruininks-Oseretsky Test of Motor Proficiency - Second Edition, Brief Form (BOT2-BF) for use with children with autism. Study participants were a convenience sample of 140 children in Jordan, aged 4-8 years, including70 children with autism spectrum disorder (ASD) and 70 children without disabilities. The BOT 2-BF consists of 12 items divided into eight main areas: fine motor skills, fine motor integration, manual dexterity, bilateral coordination, balance, speed and agility, coordination of the upper extremities, and strength.
View Article and Find Full Text PDFJ Autism Dev Disord
December 2024
Aspect Research Centre for Autism Practice, Autism Spectrum Australia, Level 5, Tower B, The Zenith, 821 Pacific Highway, Chatswood, NSW, 2067, Australia.
This study aimed to validate the Mandarin translation of the Stanford Social Dimensions Scale (SSDS). The initial validation sample consisted of 480 children with Autism Spectrum Disorder (ASD) (M = 9.35).
View Article and Find Full Text PDFJ Autism Dev Disord
December 2024
Social Work Department, Faculty of Social Sciences & Humanities, Tel-Hai College, Qiryat Shemona, Israel.
During emergencies like wartime, parents of children with Autism Spectrum Disorder (ASD) face heightened challenges, potentially leading to Parental Burnout (PB). Wartime conditions can exacerbate children's behavioral difficulties, contributing to PB. Protective factors such as successful Emotional Regulation (ER) and perceived social support may mitigate PB.
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