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ASD4
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ASD4
Children with autism demonstrate delays in social-emotional reciprocity, non-verbal communicative behaviors, and challenges with developing, maintaining, and understanding relationships. These deficits manifest themselves in the following ways: abnormal social approach, failure to hold back and forth conversations, failure to initiate or respond to social interactions, poorly integrated verbal and non-verbal communication, abnormalities in eye contact and body language, misunderstanding non-verbal gestures, difficulty adjusting behaviors to suit various social contexts, and reduced sharing of interests, emotions, or affect. Younger children with autism have impairments in the frequency and intensity of eye contact, turn-taking, and referential looking which are necessary to engage in joint attention and social engagement with others. Previous research has shown children with autism have lower levels of joint attention, initiation of social tasks, and social engagement during parent-child interactions. In children with autism, parent-child interactions are impacted by the delays that characterize ASD. Children with autism experience significant challenges when engaging with others compared to children with other developmental disabilities. Children with autism exhibit specific behaviors such as limited eye contact, and have difficulty understanding other perspectives, interpreting social cues, and responding appropriately. These characteristics significantly hinder their ability to socially engage with others. These delays also have implications on how parents attempt to engage with their children. To compensate for these children's communication challenges, caregivers use a variety of strategies throughout interactions. Unlike caregivers of TD children, these caregivers frequently use interfering and intruding strategies to regulate their children. They also keep a closer physical distance from their children and tend to physically hold them during any activity. When engaging with parents during play observations, children with autism were less likely to initiate and respond to communication, and had lower quality of behavior patterns, sustainability of shared topics and conversation fluency than TD children.
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1 Children with autism demonstrate delays in social-emotional reciprocity, non-verbal communicative behaviors, and challenges with developing, maintaining, and understanding relationships. 2 These deficits manifest themselves in the following ways: abnormal social approach, failure to hold back and forth conversations, failure to initiate or respond to social interactions, poorly integrated verbal and non-verbal communication, abnormalities in eye contact and body language, misunderstanding non-verbal gestures, difficulty adjusting behaviors to suit various social contexts, and reduced sharing of interests, emotions, or affect. 3 Younger children with autism have impairments in the frequency and intensity of eye contact, turn-taking, and referential looking which are necessary to engage in joint attention and social engagement with others. 4 Previous research has shown children with autism have lower levels of joint attention, initiation of social tasks, and social engagement during parent-child interactions. 5 In children with autism, parent-child interactions are impacted by the delays that characterize ASD. 6 Children with autism experience significant challenges when engaging with others compared to children with other developmental disabilities. 7 Children with autism exhibit specific behaviors such as limited eye contact, and have difficulty understanding other perspectives, interpreting social cues, and responding appropriately. 8 These characteristics significantly hinder their ability to socially engage with others. 9 These delays also have implications on how parents attempt to engage with their children. 10 To compensate for these children's communication challenges, caregivers use a variety of strategies throughout interactions. 11 Unlike caregivers of TD children, these caregivers frequently use interfering and intruding strategies to regulate their children. 12 They also keep a closer physical distance from their children and tend to physically hold them during any activity. 13 When engaging with parents during play observations, children with autism were less likely to initiate and respond to communication, and had lower quality of behavior patterns, sustainability of shared topics and conversation fluency than TD children.