College of Behavioral & Social Sciences

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The collections in this community comprise faculty research works, as well as graduate theses and dissertations..

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    USE OF MULTIMODAL COMMUNICATION IN PLAY INTERACTIONS WITH CHILDREN WITH AUTISM
    (2020) Rain, Avery; Bernstein Ratner, Nan; Hearing and Speech Sciences; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    In typical adult-child interaction, adults tend to coordinate gesture and other nonverbal modes of communication with their verbalizations (multimodal communication). This study explored the effectiveness of multimodal communication with young children with autism spectrum disorders (ASD) to encourage child responses. The maternal use of verbal, nonverbal, and multimodal initiations and the subsequent response or lack of response of their child was examined in fifty mother/child video-recorded play interactions. Results indicated that mothers initiated multimodally at similar rates with children with lower and higher expressive language levels. Child response rates to multimodal communication initiations were higher than response rates to verbal-only or nonverbal-only initiations; this finding was consistent across low and high expressive language groups. Additionally, a significant positive correlation was found between maternal wait time after initiation and overall child response rate. These findings have important ramifications for clinical practice and parent training.
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    INVESTIGATING THE EFFECT OF PARENTAL QUESTION INPUT ON CHILDREN WITH ASD
    (2019) Curdts, Lydia Leslie; Bernstein-Ratner, Nan; Hearing and Speech Sciences; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The current study analyzed individual mechanisms of language gains following the Solomon et al. (2014) randomized control trial (RCT) of the Play and Language for Autistic Youngsters (PLAY) Project, a DIR/Floortime based early intervention program for children with autism spectrum disorder. 80 parent-child play interactions from the original RCT were analyzed to assess the relationship between various forms of parental question input, as taught in PLAY parent trainings, and child language measures. While high parental question input did correlate with high child language measures, one targeted intervention component, parental Asked/Answered question input, did not increase following parent training and did not improve child language measures. We consider other mechanisms responsible for successful child language gains following PLAY intervention.