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Auditory joint attention skills: Development and diagnostic differences during infancy.

Lauren B Adamson¹, Katharine Suma¹, Roger Bakeman¹

¹Department of Psychology, Georgia State University, United States.

Infant Behavior & Development

|April 13, 2021

Summary

This summary is machine-generated.

Auditory joint attention skills develop slower than multimodal ones in children. Toddlers with autism spectrum disorder (ASD) showed particular difficulty with auditory bids, impacting their overall joint attention development.

Keywords:

Auditory Autism spectrum disorder Infants Joint attention Multimodal Skill development

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Area of Science:

Developmental Psychology
Neurodevelopmental Disorders
Communication Sciences

Background:

Joint attention, crucial for social and language development, has traditionally been assessed using multimodal stimuli.
A systematic evaluation of auditory joint attention skills, encompassing both receptive (RJA) and initiatory (IJA) bids, has been lacking.

Purpose of the Study:

To introduce and validate a novel assessment for auditory joint attention skills.
To track the developmental trajectory of auditory joint attention in typically developing (TD) children.
To investigate the impact of autism spectrum disorder (ASD) on auditory and multimodal joint attention skills.

Main Methods:

Study 1: Longitudinal assessment of 47 TD children from 12 to 30 months using a novel auditory and multimodal joint attention task.
Study 2: Cross-sectional assessment of 113 toddlers (TD, ASD, and developmental disorders [DD]) at approximately 22.4 months.

Main Results:

Auditory joint attention skills were significantly more challenging than multimodal skills across all groups.
TD children achieved near-ceiling performance on multimodal RJA by 24 months, but not auditory RJA even by 30 months.
Toddlers with ASD demonstrated deficits in both multimodal RJA and higher-level IJA bids, with minimal success on auditory RJA items.

Conclusions:

Auditory joint attention skills emerge later and are more difficult to master than multimodal skills.
Children with ASD exhibit specific challenges in auditory joint attention, particularly in initiating bids.
Further research is needed to explore the relationship between auditory joint attention, bid variations, and language development.