ArticleFrontiers in psychology2023
Joint engagement and early language abilities in young children with Down syndrome.
Article in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed, 5 citations in OpenAlex.
- Screen Time, Digital Content Quality, and Parental Mediation as Predictors of Linguistic and Pragmatic Development: Implications for Pediatric and Preventive Health.Children (Basel, Switzerland) · 2026Article
- Concurrent and longitudinal associations between the Home Literacy Environment and the language skills of children with Down syndrome.Frontiers in psychology · 2026Article
- The Impact of Autistic Traits on Joint Attention in Young Children With Down Syndrome During Mother-Child and Father-Child Interactions.American journal of speech-language pathology · 2025Article
- Early triadic interactions in the first year of life: a systematic review on object-mediated shared encounters.Frontiers in psychology · 2023Review
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Authors and funding
2 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Early social strengths likely serve as a foundation for language acquisition for young children with Down syndrome (DS). One way to characterize early social skills is to examine a child's engagement with a caregiver around an object of interest. The current study examines joint engagement in young children with DS and its relation to language abilities at two-time points in early development. Methods: Participants were 16 young children with DS and their mothers. At two time points, mother-child free plays were completed and coded for joint engagement. Language abilities were measured at both time points using the Vineland Adaptive Behavior Scales 3rd edition and the number of words understood and produced on the MacArthur-Bates Communication Development Inventory. Results: Young children with DS spent more time in supported joint engagement than coordinated joint engagement at both time points. Using a weighted joint engagement variable, children with DS who had higher weighted joint engagement had lower expressive language raw scores on the Vineland when controlling for age at Time 1. At Time 2, children with DS who had higher weighted joint engagement had higher expressive and receptive language raw scores on the Vineland when controlling for age. Predictively, children with DS who had a higher weighted joint engagement at Time 1 had a lower number of words produced at Time 2 when controlling for age at Time 1. Discussion: Our results suggest that young children with DS may compensate for their difficulties with language by using joint engagement. These results highlight the importance of teaching parents to be responsive during interactions with their child to move them into both supported and coordinated engagement, which in turn may foster language development.
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