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Dyadic Synchrony and Responsiveness in the First Year: Associations with Autism Risk
Ashleigh M Kellerman1, A J Schwichtenberg1, Rana Abu-Zhaya2
1Department of Human Development and Family Studies, Purdue University, West Lafayette, Indiana, USA.
Insights
Early social interaction differences in infants at high risk for autism spectrum disorder (ASD) emerge by 12 months. Promoting dyadic synchrony and responsiveness in these infants can support later language development.
Area of Science:
- Developmental Psychology
- Neurodevelopmental Disorders
- Infant Social Interaction
Background:
- Early dyadic synchrony and responsiveness are foundational for social-communication development.
- Infants with siblings diagnosed with autism spectrum disorder (ASD) are at an elevated risk for developmental concerns.
- Difficulties in early social interactions may predict later language, joint attention, and emotion regulation challenges.
Purpose of the Study:
- To investigate early social-communication differences in infants at high risk for ASD.
- To examine the relationship between early dyadic synchrony, responsiveness, and later language outcomes in high-risk infants.
- To identify potential early markers for developmental monitoring and intervention in infants at elevated risk for ASD.
Main Methods:
- A prospective longitudinal study involving infant siblings of children with ASD (high-risk) and typically developing children (low-risk).
- Standardized parent-child play tasks were conducted at 6, 9, and 12 months of age.
- Interactions were coded for gaze, affect, and vocalizations to assess dyadic synchrony and responsiveness using multilevel models.
Main Results:
- Significant differences in dyadic synchrony and infant responsiveness were observed between high-risk and low-risk groups by 12 months of age.
- Higher levels of dyadic synchrony and infant responsiveness at 12 months were associated with better receptive and expressive language scores at 36 months in high-risk infants.
- Early social-communication differences were detectable in infant siblings of children with ASD during parent-child play.
Conclusions:
- Early dyadic synchrony and responsiveness are critical developmental components in infants.
- Detecting differences in these early social skills by 12 months can inform monitoring for infants at high risk for ASD.
- Interventions aimed at promoting dyadic synchrony and responsiveness may enhance developmental trajectories in at-risk infants.
Abstract:
In the first year of life, the ability to engage in sustained synchronous interactions develops as infants learn to match social partner behaviors and sequentially regulate their behaviors in response to others. Difficulties developing competence in these early social building blocks can impact later language skills, joint attention, and emotion regulation. For children at elevated risk for autism spectrum disorder (ASD), early dyadic synchrony and responsiveness difficulties may be indicative of emerging ASD and/or developmental concerns. As part of a prospective developmental monitoring study, infant siblings of children with ASD (high-risk group n = 104) or typical development (low-risk group n = 71), and their mothers completed a standardized play task when infants were 6, 9, and/or 12 months of age. These interactions were coded for the frequency and duration of infant and mother gaze, positive affect, and vocalizations, respectively. Using these codes, theory-driven composites were created to index dyadic synchrony and infant/maternal responsiveness. Multilevel models revealed significant risk group differences in dyadic synchrony and infant responsiveness by 12 months of age. In addition, high-risk infants with higher dyadic synchrony and infant responsiveness at 12 months received significantly higher receptive and expressive language scores at 36 months. The findings of the present study highlight that promoting dyadic synchrony and responsiveness may aid in advancing optimal development in children at elevated risk for autism. LAY SUMMARY: In families raising children with an autism spectrum disorder (ASD), younger siblings are at elevated risks for social communication difficulties. The present study explored whether social-communication differences were evident during a parent-child play task at 6, 9, and 12 months of age. For infant siblings of children with ASD, social differences during play were observed by 12 months of age and may inform ongoing monitoring and intervention efforts.
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