Defining turn taking in intervention for young children with autism: A review of the literature


Abstract views: 2810 / PDF downloads: 3024

Authors

DOI:

https://doi.org/10.37291/2717638X.202122104

Keywords:

Autism, Early childhood, Intervention, Preverbal communication, Turn taking

Abstract

Turn taking is a form of preverbal, dyadic, reciprocal communication that may support key areas of development, such as language and joint attention, and may serve different functions depending on each communicative partner’s intent. As such, it has been incorporated in interventions targeting various outcomes in young children with autism. However, there is inconsistency in how researchers define turn taking and explorations on how turn taking is defined across these interventions have not yet been reported in the current literature. Therefore, the purpose of this review was to investigate how turn taking is operationally defined based on communicative intent in the current literature on interventions for young children with autism and to explore additional intervention content to provide fuller context to how turn taking has been promoted. A search was conducted across databases to identify intervention studies for young children with autism that incorporated an embedded turn-taking component. Peer-reviewed articles were then coded based on turn-taking communicative intent, and additional intervention content was categorized. Findings across 14 studies indicate variability among turn-taking definitions both in communicative function and form. The results also reveal that turn taking has been promoted through different intervention approaches that incorporate diverse agents, settings, and methodology. Researchers and practitioners should consider specificity and clarity when defining turn taking to most optimally meet the developmental needs of young children with autism in future interventions.

References

Adamson, L., McArthur, D., Markov, Y., Dunbar, B., & Bakeman, R. (2001). Autism and joint attention: Young children’s responses to maternal bids. Applied Developmental Psychology, 22(4), 439-453. DOI: https://doi.org/10.1016/S0193-3973(01)00089-2

Alpert, C., & Kaiser, A. (1992). Training parents as milieu language teachers. Journal of Early Intervention, 16(1), 31-52. DOI: https://doi.org/10.1177/105381519201600104

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed). Arlington: American Psychiatric Publishing. DOI: https://doi.org/10.1176/appi.books.9780890425596

Bryson, S. E., Zwaigenbaum, L., McDermott, C., Rombough, V., & Brian, J. (2008). The Autism Observation Scale for Infants: Sale development and reliability data. Journal of Autism and Developmental Disorders, 38(4), 731-738. DOI: https://doi.org/10.1007/s10803-007-0440-y

Chiang, H. M., Soong, W. T., Lin, T. L., & Rogers, S. (2008). Nonverbal communication skills in young children with autism. Journal of Autism and Developmental Disorders, 38(10), 1898–1906. DOI: https://doi.org/10.1007/s10803-008-0586-2

Clifford, S. M., & Dissanayake, C. (2009). Dyadic and triadic behaviours in infancy as precursors to later social responsiveness in young children with autistic disorder. Journal of Autism and Developmental Disorders, 39(10), 1369–1380. DOI: https://doi.org/10.1007/s10803-009-0748-x

Cochet, H., & Byrne, R. W. (2016). Communication in the second and third year of life: Relationships between nonverbal social skills and language. Infant Behavior and Development, 44, 189-198. DOI: https://doi.org/10.1016/j.infbeh.2016.07.003

Constantino, J. N., & Gruber, C. P. (2005). The Social Responsiveness Scale. Torrance, CA: Western Psychological Services.

Cooper, H. (2010). Research synthesis and meta-analysis: A step-by-step approach (4th ed.). Los Angeles, CA: Sage.

Curcio, F. (1978). Sensorimotor functioning and communication in mute autistic children. Journal of Autism and Developmental Disorders, 8(3), 281-292. DOI: https://doi.org/10.1007/BF01539631

David, D. O., Costescu, C. A., Matu, S., Szentagotai, A., & Dobrean, A. (2020). Effects of a robot-enhanced intervention for children with ASD on teaching turn-taking skills. Journal of Educational Computing Research, 58(1), 29-62. DOI: https://doi.org/10.1177/0735633119830344

Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, … Barley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: The Early Start Denver Model. Pediatrics, 125(1), e17-e23. DOI: https://doi.org/10.1542/peds.2009-0958

Delehanty, A. D., Stronach, S., Guthrie, W., Slate, E., & Wetherby, A. (2018). Verbal and nonverbal outcomes of toddlers with and without autism spectrum disorder, language delay, and global developmental delay. Autism and Developmental Language Impairments, 3, 1-19. DOI: https://doi.org/10.1177/2396941518764764

Division for Early Childhood. (2014). DEC Recommended Practices. Council for Exceptional Children. Retrieved from http://www.dec-sped.org/recommendedpractices

Gengoux, G. W., Schapp, S., Burton, S., Ardel, C. M., Libove, R. A., Baldi, G., … Hardan, A. Y. (2019). Effects of a parent-implemented developmental reciprocity treatment program for children with autism spectrum disorder. Autism, 23(3), 713-725. DOI: https://doi.org/10.1177/1362361318775538

Gillespie-Lynch, K., Sepeta, L., Wang, Y., Marshall, S., Gomez, L., Sigman, M., & Hutman, T. (2012). Early childhood predictors of the social competence of adults with autism. Journal of Autism and Developmental Disorders, 42(2), 161-174. DOI: https://doi.org/10.1007/s10803-011-1222-0

Green, J., Pickles, A., Pasco, G., Bedford, R., Wan, M. W., Elsabbagh, M., … & the British Autism Study of Infant Siblings (BASIS) Team. (2017). Randomised trial of a parent-mediated intervention for infants at high risk for autism: Longitudinal outcomes to age 3 years. Journal of Child Psychology and Psychiatry, 58(12), 1330-1340. DOI: https://doi.org/10.1111/jcpp.12728

Greenspan, S., & Wieder, S. (2006). Engaging autism: Using the floortime approach to help children relate, communication, and think. Jackson: Perseus Books.

Harrist, A. W., & Waugh, R. M. (2002). Dyadic synchrony: Its structure and function in children’s development. Developmental Review, 22(4), 555-592. DOI: https://doi.org/10.1016/S0273-2297(02)00500-2

Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., ... Savage, M. N. (2021). Evidence-based practices for children, youth, and young adults with autism: Third generation review. Journal of Autism and Developmental Disorders, 1-20. DOI: https://doi.org/10.1007/s10803-020-04844-2

Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 2647 (2004).

Isaksen, J., & Holth, P. (2009). An operant approach to teaching joint attention skills to children with autism. Behavioral Interventions, 24, 215-236. DOI: https://doi.org/10.1002/bin.292

Kamenopoulou, L., Ali, A., & Ockelford, A. (2021). Multi-sensory impairment: Convenient label or recipe for confusion? A scoping review of research conducted in England (2001-20). Journal of Research in Special Educational Needs, 21(2), 98-110. DOI: https://doi.org/10.1111/1471-3802.12503

Kemp, C., Stephenson, J., Cooper, M., & Hodge, K. (2019). The use of peer mediation and educator facilitation to promote turn taking in young children with autism spectrum disorder in inclusive childcare. Infants & Young Children, 32(3), 151-171. DOI: https://doi.org/10.1097/IYC.0000000000000146

Kim, S. H., Bal, V. H., Benrey, N., Choi, Y. B., Guthrie, W., Colombi, C., & Lord, C. (2019). Variability in autism symptom trajectories using repeated observations from 14 to 36 months of age. Journal of the American Academy of Child and Adolescent Psychiatry, 57(11), 837-848. DOI: https://doi.org/10.1016/j.jaac.2018.05.026

Kim, S., & Clarke, E. (2015). Case study: An iPad-based intervention on turn-taking behaviors in preschoolers with autism. Behavioral Development Bulletin, 20(2), 253-264. DOI: https://doi.org/10.1037/h0101314

Klin, A., Lin, D. J., Gorrindo, P., Ramsay, G., & Jones, W. (2009). Two-year-olds with autism orient to nonsocial contingencies rather than biological motion. Nature, 459(7244), 257-261. DOI: https://doi.org/10.1038/nature07868

Koegel, R. L., Schreibman, L., Good, A. B., Cerniglia, L., Murphy, C., & Koegel, L. K. (1989). How to teach pivotal behaviors to autistic children. Santa Barbara: University of California.

Lee, K., & Schertz, H. H. (2020). Brief report: Analysis of the relationship between turn taking and joint attention for toddlers with autism. Journal of Autism and Developmental Disorders, 50(7), 2633-2640. DOI: https://doi.org/10.1007/s10803-019-03979-1

Lord, C., Luyster, R., Gotham, K., & Guthrie, W. (2012). Autism diagnostic observational schedule--toddler module manual. Los Angeles, CA: Western Psychological Services. DOI: https://doi.org/10.1007/978-1-4419-1698-3_2011

Lord, C., Rutter. M., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. L. (1999). ADOS: Autism diagnostic observation schedule. Manual. Los Angeles: Wester Psychological Services. DOI: https://doi.org/10.1037/t17256-000

Maenner, M., Shaw, K. A., Baio, J., Washington, A., Patrick, M. DiReinzo, M.,…Dietz, P. M. (2020). Prevalence of autism spectrum disorder among children aged 8 years-autism and developmental disabilities monitoring network, 11 sites, United States, 2016. MMWR Surveillance Summaries, 69(4), 1-12. DOI: https://doi.org/10.15585/mmwr.ss6904a1

McFadden, B., Kamps, D., & Heitzman-Powell, L. (2014). Social communication effects of peer-mediated recess intervention for children with autism. Research in Autism Spectrum Disorders, 8(12), 1699-1712. DOI: https://doi.org/10.1016/j.rasd.2014.08.015

Mohajan, H. K. (2018). Qualitative research methodology in social sciences and related subjects. Journal of Economic Development, Environment and People, 7(1), 23-48. DOI: https://doi.org/10.26458/jedep.v7i1.571

Moriuchi, J. M., Klin, A., & Jones, W. (2016). Mechanisms of diminished attention to eyes in autism. American Journal of Psychiatry, 174(1), 26–35. DOI: https://doi.org/10.1176/appi.ajp.2016.15091222

Mundy, P. (1995). Joint attention and social-emotional approach behavior in children with autism. Emotions in Developmental Psychopathology, 7(1), 63-82. DOI: https://doi.org/10.1017/S0954579400006349

Mundy, P. (2016). Autism and joint attention. New York: The Guilford Press.

Mundy, P., Delgado, C., Block, J., Venezia, M., Hogan, A., & Seibert, J. (2003). Early social communication scales (ESCS). Coral Gables: University of Miami.

Mundy, P., Sigman, M., Ungerer, J., & Sherman, T. (1986). Defining the social deficits of autism: The contribution of non-verbal communication measures. Journal of Child Psychology and Psychiatry, 27(5), 657-669. DOI: https://doi.org/10.1111/j.1469-7610.1986.tb00190.x

Odom, S. L., Boyd, B. A., Hall, L., J., & Hume, K. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 425-436. DOI: https://doi.org/10.1007/s10803-009-0825-1

Pennington, R. C., & Delano, M. E. (2012). Writing instructions for students with Autism Spectrum Disorder: A review of the literature. Focus on Autism and Other Developmental Disabilities, 27(3), 158-167. DOI: https://doi.org/10.1177/1088357612451318

Poon, K. K., Watson, L. R., Baranek, G. T., & Poe, M. D. (2012). To what extent do joint attention, imitation, and object play behaviors in infancy predict later communication and intellectual functioning in ASD?. Journal of Autism and Developmental Disorders, 42(6), 1064–1074. DOI: https://doi.org/10.1007/s10803-011-1349-z

Raulston, T. J., Hansen, S. G., Frantz, R., Machalicek, W., & Bhana, N. (2020). A parent-implemented playdate intervention for young children with autism and their peers. Journal of Early Intervention, 42(4), 303-320. DOI: https://doi.org/10.1177/1053815119880943

Rieth, S. R., Stahmer, A. C., Suhrheinrich, J., Schreibman, L., Kennedy, J., & Ross, B. (2014). Identifying critical elements of treatment: Examining the use of turn taking in autism intervention. Focus on Autism and Other Developmental Disabilities, 29(3), 168-179. DOI: https://doi.org/10.1177/1088357613513792

Rogers, S. J., Dawson, G., & Vismara, L. A. (2012). An early start for your child with autism: Using everyday activities to help kids connect, communicate, and learn. New York: The Guilford Press.

Rogers, S., & Wallace, K. (2011). Intervention for infants and toddlers with autism spectrum disorders. Autism Spectrum Disorders, 1081-1094. DOI: https://doi.org/10.1093/med/9780195371826.003.0069

Rollins, P. R., Campbell, M., Thibodeau Hoffman, R., & Self, K. (2016). A community-based early intervention program for toddlers with autism spectrum disorders. Autism, 20(2), 219-232. DOI: https://doi.org/10.1177/1362361315577217

Schertz, H. H., Reichow, B., Tan, P., Vaiouli, P., & Yildirim, E. (2012). Interventions for toddlers with autism spectrum disorders: An evaluation of research evidence. Journal of Early Intervention, 34(3), 166-189. DOI: https://doi.org/10.1177/1053815112470721

Schertz, H., H., Call-Cummings, M., Horn, K., Quest, K., & Steffen Law, R. (2018). Social and instrumental interaction between parents and their toddlers with autism: A qualitative analysis. Journal of Early Intervention, 40(1), 20-38. DOI: https://doi.org/10.1177/1053815117737353

Schertz, H., Odom, S., Baggett, K., & Sideris, J. (2018). Mediating parent learning to promote social communication for toddlers with autism: Effects from a randomized controlled trial. Journal of Autism and Developmental Disorders, 48(3), 853-867. DOI: https://doi.org/10.1007/s10803-017-3386-8

Schopler, E., Van Bourgondien, M. E., Wellman, G. J., & Love, S. R. (2010). Childhood Autism Rating Scale (2nd ed.). Los Angeles, CA: Western Psychological Services.

Shire, S. Y., Shih, W., Bracaglia, S., Kodjoe, M., & Kasari, C. (2020). Peer engagement in toddlers with autism: Community implementation of dyadic and individual Joint Attention, Symbolic Play, Engagement, and Regulation intervention. Autism, 24(8), 2142-2152. DOI: https://doi.org/10.1177/1362361320935689

Sigman, M., & Ruskin, E. (1999). Nonverbal communication, play, and language skills. Monographs of the Society for Research in Child Development, 63(1), 29-53. DOI: https://doi.org/10.1111/1540-5834.00004

Therrien, M. C. S., & Light, J. C. (2018). Promoting peer interaction for preschool children with complex communication needs and autism spectrum disorder. American Journal of Speech-Language Pathology, 27(1), 207-221. DOI: https://doi.org/10.1044/2017_AJSLP-17-0104

Thompson, G. A., McFerran, K. S., & Gold, C. (2014). Family-centered music therapy to promote social engagement with severe autism spectrum disorder: A randomized controlled study. Child: Care, Health and Development, 40(6), 840-852. DOI: https://doi.org/10.1111/cch.12121

Trevarthen, C., & Hubley, P. (1978). Secondary intersubjectivity: Confidence, confiding and acts of meaning in the first year. In A. Lock (Ed.), Action gesture and symbol (pp. 183-299). London: Academic Press.

Wang, H. T. (2017). Utilizing primary tier intervention to enhance reciprocal turn-taking of children with autism in Taiwan. Education and Training in Autism and Developmental Disabilities, 52(1), 64-76.

Wetherby, A. M., & Woods, J. (2008). Developmental approaches to treatment. In K. Chawarska, A. Klin & F. R. Volkmar (Eds.), Autism spectrum disorders in infants and toddlers: Diagnosis, assessment, and treatment (pp. 170-206) New York: The Guilford Press.

What Works Clearinghouse. (2020). What Works Clearinghouse standards handbook, version 4.1. U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.

Wilson, C., Murphy, C. M., McAlonan, G., Robertson, D. M., Spain, D., Hayward, H., … Murphy, D. G. M. (2016). Does sex influence the diagnostic evaluation of autism spectrum disorder in adults?. Autism, 20(7), 808-819. DOI: https://doi.org/10.1177/1362361315611381

Wood-Downie, H., Wong, B., Kovshoff, H., Mandy, W., Hull, L., & Hadwin, J. A. (2021). Sex/gender differences in camouflaging in children and adolescent with autism. Journal of Autism and Developmental Disorders, 51, 1353-1364. DOI: https://doi.org/10.1007/s10803-020-04615-z

Downloads

Published

2021-07-16

How to Cite

Lee, K., & Staggs, A. (2021). Defining turn taking in intervention for young children with autism: A review of the literature. Journal of Childhood, Education & Society, 2(2), 139–153. https://doi.org/10.37291/2717638X.202122104