M Katherine Weinberg, Marjorie Beeghly, Karen L Olson, Ed Tronick
{"title":"A Still-face Paradigm for Young Children: 2½ Year-olds' Reactions to Maternal Unavailability during the Still-face.","authors":"M Katherine Weinberg, Marjorie Beeghly, Karen L Olson, Ed Tronick","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>This study evaluated similarities and differences in 2½ year-old children's reactions to maternal unavailability during a brief still-face episode and subsequent resumption of social interaction during a reunion episode. Seventy mothers and children were videotaped in the Toddler Still-Face paradigm (T-SF), an age appropriate adaptation of the Face-to-Face Still-Face paradigm. Similar to their younger counterparts, 2½ year-olds displayed the traditional \"still-face effect,\" including an increase in negative affect, gaze aversion, and a wide array of behaviors indicative of proximity seeking to the mother, solicitation of her attention, and avoidance and a \"reunion effect,\" characterized by a carryover of negative affect and avoidance behavior (e.g., moving away from the mother) from the still-face episode to the reunion play episode. However, differences in toddlers' behaviors during the still-face and reunion episodes were also observed, which highlight age-related changes in the toddlers' ability to cope with the stress of maternal unavailability during the still-face during the third year of life. Contrary to reports for younger infants, few gender differences were found in toddlers' reactions to the still-face. The findings support the hypothesis that the toddlers are attempting to make meaning out of an unexpected and senseless event.</p>","PeriodicalId":89630,"journal":{"name":"The journal of developmental processes","volume":"3 1","pages":"4-22"},"PeriodicalIF":0.0,"publicationDate":"2008-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3289403/pdf/nihms305771.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"30500904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Is One Style of Early Behavioral Treatment for Autism 'Scientifically Proven?'","authors":"Morton Ann Gernsbacher","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Within the field of autism spectrum disorder, the attribute \"scientifically proven' it moil commonly urn in reference to the results of early behavioral treatment, and in particular, one style of early behavioral treatment. In this brief article, such claims are evaluated. Concerns raised by other researchers about the methodology of the original Lovaas (1987) study are briefly summarized. A particular concern that has been raised repeatedly u the loch of random assignment of participants to treatment versus control group. A more recent study (Smith, Groen, & Wynn, ZOOO), which included the necessary random assignment of participants to treatment versus control group and assessed multiple outcome measures, is reviewed. The results of the Smith et al. (ZOOO) study with random assignment appear to be less dramatic than the results from the original Lovaas (1987) study.</p>","PeriodicalId":89630,"journal":{"name":"The journal of developmental processes","volume":"7 ","pages":"19-26"},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4266398/pdf/nihms617123.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32918561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Toward a Behavior of Reciprocity.","authors":"Morton Ann Gernsbacher","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>It is frequently believed that autism is characterized by a lack of social or emotional reciprocity. In this article, I question that assumption by demonstrating how many professionals-researchers and clinicians-and likewise many parents, have neglected the true meaning of reciprocity. Reciprocity is \"a relation of mutual dependence or action or influence,\" or \"a mode of exchange in which transactions take place between individuals who are symmetrically placed.\" Assumptions by clinicians and researchers suggest that they have forgotten that reciprocity needs to be mutual and symmetrical-that reciprocity is a two-way street. Research is reviewed to illustrate that when professionals, peers, and parents are taught to act reciprocally, autistic children become more responsive. In one randomized clinical trial of \"reciprocity training\" to parents, their autistic children's language developed rapidly and their social engagement increased markedly. Other demonstrations of how parents and professionals can increase their behavior of reciprocity are provided.</p>","PeriodicalId":89630,"journal":{"name":"The journal of developmental processes","volume":"1 1","pages":"139-152"},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4296736/pdf/nihms617098.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32983697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}