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The Relationship Between Parent-Child Movement Synchrony and Social Behavior of Children Diagnosed with Autism Spectrum Disorder and Children Diagnosed with Down Syndrome

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Název: The Relationship Between Parent-Child Movement Synchrony and Social Behavior of Children Diagnosed with Autism Spectrum Disorder and Children Diagnosed with Down Syndrome
Autoři: Steffie van der Steen, Yannick Hill, Ralf F. A. Cox
Zdroj: Journal of Developmental and Physical Disabilities. 36:843-863
Informace o vydavateli: Springer Science and Business Media LLC, 2023.
Rok vydání: 2023
Témata: 03 medical and health sciences, 0302 clinical medicine, Social Difficulties, Recurrence, 05 social sciences, Interpersonal Synchrony, 0501 psychology and cognitive sciences, Collaboration, Attunement
Popis: Purpose: Dyadic synchrony is positively associated with social competence. Although children diagnosed with Autism Spectrum Disorder (ASD) and children diagnosed with Down Syndrome (DS) both have trouble with dyadic synchrony, the origin of their difficulties is fundamentally different. In this mixed method study, we investigated differences in dyadic synchrony and social behavior between children diagnosed with ASD and DS. Methods: Twenty-seven children diagnosed with ASD (10 cisgender females; Mage = 10.98 years; SD = 2.21) and twenty-five children diagnosed with DS (11 cisgender females; Mage = 11.91 years; SD = 2.27) performed a collaborative drawing task with a parent in which they had to synchronize their drawing movements. We continuously tracked their dominant hand movements using wearable accelerometers, and performed Cross-Recurrence Quantification Analysis to extract synchrony measures. Additionally, we compared the social behaviors (interpersonal synchrony, emotion regulation, and social cognition, motivation, and confidence) of these children using quantitative parental questionnaires. Results: Parent-child synchrony measures were significantly higher for children diagnosed with ASD. Yet, parents were significantly more positive about the social behaviors of children diagnosed with DS. No significant correlation between the synchrony and questionnaire measures was found. Conclusion: While children diagnosed with ASD synchronize better during a collaborative task, the social behavior of the children diagnosed with DS (including social synchrony) is more positively evaluated by their parents. Possible reasons for this discrepancy are discussed.
Druh dokumentu: Article
Jazyk: English
ISSN: 1573-3580
1056-263X
DOI: 10.1007/s10882-023-09940-6
Přístupová URL adresa: https://hdl.handle.net/1871.1/00b5dd65-e89f-405f-977a-7e8ec3631fd5
https://research.vu.nl/en/publications/00b5dd65-e89f-405f-977a-7e8ec3631fd5
https://doi.org/10.1007/s10882-023-09940-6
https://research.rug.nl/en/publications/20dd9dea-2585-48f9-bf68-b915642e1e87
https://hdl.handle.net/11370/20dd9dea-2585-48f9-bf68-b915642e1e87
https://doi.org/10.1007/s10882-023-09940-6
Rights: CC BY
Přístupové číslo: edsair.doi.dedup.....d731183b6deae1d65e39362bfdf15cd7
Databáze: OpenAIRE
Popis
Abstrakt:Purpose: Dyadic synchrony is positively associated with social competence. Although children diagnosed with Autism Spectrum Disorder (ASD) and children diagnosed with Down Syndrome (DS) both have trouble with dyadic synchrony, the origin of their difficulties is fundamentally different. In this mixed method study, we investigated differences in dyadic synchrony and social behavior between children diagnosed with ASD and DS. Methods: Twenty-seven children diagnosed with ASD (10 cisgender females; Mage = 10.98 years; SD = 2.21) and twenty-five children diagnosed with DS (11 cisgender females; Mage = 11.91 years; SD = 2.27) performed a collaborative drawing task with a parent in which they had to synchronize their drawing movements. We continuously tracked their dominant hand movements using wearable accelerometers, and performed Cross-Recurrence Quantification Analysis to extract synchrony measures. Additionally, we compared the social behaviors (interpersonal synchrony, emotion regulation, and social cognition, motivation, and confidence) of these children using quantitative parental questionnaires. Results: Parent-child synchrony measures were significantly higher for children diagnosed with ASD. Yet, parents were significantly more positive about the social behaviors of children diagnosed with DS. No significant correlation between the synchrony and questionnaire measures was found. Conclusion: While children diagnosed with ASD synchronize better during a collaborative task, the social behavior of the children diagnosed with DS (including social synchrony) is more positively evaluated by their parents. Possible reasons for this discrepancy are discussed.
ISSN:15733580
1056263X
DOI:10.1007/s10882-023-09940-6