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1. Quantifying latent social motivation and its associations with joint attention and language in infants at high and low likelihood for autism spectrum disorder

   https://doi.org/10.1111/desc.13336  

   Stallworthy, Isabella C. ; Berry, Daniel ; Davis, Savannah ; Wolff, Jason J. ; Burrows, Catherine A. ; Swanson, Meghan R. ; Grzadzinski, Rebecca L. ; Botteron, Kelly ; Dager, Stephen R. ; Estes, Annette M. ; et al ( October 2022 , Developmental Science)

   Social motivation—the psychobiological predisposition for social orienting, seeking social contact, and maintaining social interaction—manifests in early infancy and is hypothesized to be foundational for social communication development in typical and atypical populations. However, the lack of infant social‐motivation measures has hindered delineation of associations between infant social motivation, other early‐arising social abilities such as joint attention, and language outcomes. To investigate how infant social motivation contributes to joint attention and language, this study utilizes a mixed longitudinal sample of 741 infants at high (HL = 515) and low (LL = 226) likelihood for ASD. Using moderated nonlinear factor analysis (MNLFA), we incorporated items from parent‐report measures to establish a novel latent factor model of infant social motivation that exhibits measurement invariance by age, sex, and familial ASD likelihood. We then examined developmental associations between 6‐ and 12‐month social motivation, joint attention at 12–15 months, and language at 24 months of age. On average, greater social‐motivation growth from 6–12 months was associated with greater initiating joint attention (IJA) and trend‐level increases in sophistication of responding to joint attention (RJA). IJA and RJA were both positively associated with 24‐month language abilities. There were no additional associations between social motivation and future language in our path model. These findings substantiate a novel, theoretically driven approach to modeling social motivation and suggest a developmental cascade through which social motivation impacts other foundational skills. These findings have implications for the timing and nature of intervention targets to support social communication development in infancy.

   We describe a novel, theoretically based model of infant social motivation wherein multiple parent‐reported indicators contribute to a unitary latent social‐motivation factor.

   Analyses revealed social‐motivation factor scores exhibited measurement invariance for a longitudinal sample of infants at high and low familial ASD likelihood.

   Social‐motivation growth from ages 6–12 months is associated with better 12−15‐month joint attention abilities, which in turn are associated with greater 24‐month language skills.

   Findings inform timing and targets of potential interventions to support healthy social communication in the first year of life.

    

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2. Latinx adolescents’ school-related science conversations with family members: Associations with adolescents’ science expectancy-value beliefs in high school

   https://doi.org/10.1080/10888691.2022.2045201  

   Tulagan, Nestor B. ; Puente, Kayla ; Simpkins, Sandra D. ( July 2022 , Applied Developmental Science)

   Integrating situated expectancy-value and family systems theories, the current study tested the extent to which Latinx adolescents’ 9th-grade school-related science conversations with parents and older siblings/cousins positively predicted their 10th-grade science ability selfconcepts and task values. We also tested whether these links were moderated by who primarily initiated the conversations (i.e., adolescents, family members, or both). We used two wave, multi-reporter survey data from 104 Latinx families, consisting of triads of parents, older siblings/cousins, and adolescents (89% Mexican-descent, 40% female; Mage¼ 14.53 years). Partially supporting our hypotheses, parent-adolescent school-related science conversations predicted adolescents’ 10th-grade science ability self-concepts. Moreover, the links between parent-adolescent conversations and science ability self-concepts and task values were positive and significant when parents more frequently initiated conversations than adolescents. Similar but weaker associations were found for sibling/ cousin-adolescent school-related science conversations. These findings underscore the motivational benefits of family members initiating school-related science conversations with Latinx adolescents. 

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3. Responding to joint attention as a developmental catalyst: Longitudinal associations with language and social responsiveness

   https://doi.org/10.1111/infa.12515  

   Lasch, Carolyn ; Carlson, Stephanie M. ; Elison, Jed T. ( November 2022 , Infancy)

   Joint attention (JA), infants' ability to engage in triadic attention with another person and a separate object or event, emerges in infancy. Responding to joint attention (RJA) develops earlier than initiating joint attention (IJA) and may benefit from a reconceptualization from a competence to a skill that varies in performance. Investigating associations between RJA performance and important skills of toddlerhood such as language, social responsiveness, and executive function (EF) in typically developing samples can better elucidate how RJA may serve as a developmental precursor to later dimensional skills, with implications for both typical and atypical development. Here, 210 (82% White) infants completed the Dimensional Joint Attention Assessment (DJAA), a naturalistic play‐based assessment of RJA, at 8–15 months. At 16–38 months social responsiveness, verbal ability, and EF were assessed. Multilevel models showed that DJAA scores were associated with later verbal abilities and parent‐reported social responsiveness. Exploratory analyses showed trend‐level associations between RJA and EF. Results establish the content validity of the DJAA as a measure of RJA, and longitudinal associations with later verbal ability and social responsiveness. Future work should examine EF emergence and consolidation, and RJA and later EF associations.

    

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4. Disorder or difference? How clinician‐patient interaction and patient age shape the process and meaning of autism diagnosis

   https://doi.org/10.1111/1467-9566.13611  

   Turowetz, Jason ; Wiscons, Lucas Z. ; Maynard, Douglas W. ( January 2023 , Sociology of Health & Illness)

   This article follows Blaxter’s foundational call for a sociology of diagnosis that addresses the dual aspects of diagnosis‐as‐category and diagnosis‐as‐process. Drawing on video recordings from an autism clinic, we show how the process of attaching the diagnosis to a child involves interactions between clinicians, parents and children, and that in the course of such interactions, a diagnostic category officially defined in terms of deficits can instead be formulated in terms of valuable social and cognitive differences. More specifically, we show that the child’s age is crucial for how clinicians formulate the diagnosis: with younger children, clinicians treat autism exclusively as a deficit to be remedied, whereas with older children, clinicians may treat autism either as adeficitor as asocial‐cognitive difference. Further, because older children are often co‐recipients of diagnostic news, we find that clinicians carefully manage the implications such news may have for their self/identity. Finally, we suggest that (1) the equation of a diagnostic category with dysfunction is achieved in interaction; (2) the meaning of a diagnosis may vary with characteristics of its recipients; and (3) that meaning can be worked up by clinicians and recipients in ways that centre difference rather than deficit.

    

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5. Attachment security differs by later autism spectrum disorder: A prospective study

   https://doi.org/10.1111/desc.12953  

   Martin, Katherine B. ; Haltigan, John D. ; Ekas, Naomi ; Prince, Emily B. ; Messinger, Daniel S. ( March 2020 , Developmental Science)

   Although difficulties with social relationships are key to autism spectrum disorder (ASD), no previous study has examined infant attachment security prior to ASD diagnosis. We prospectively assessed attachment security at 15 months in high‐risk infants with later ASD (high‐risk/ASD,n = 16), high‐risk infants without later ASD (high‐risk/no‐ASD,n = 40), and low‐risk infants without later ASD (low‐risk/no‐ASD,n = 39) using the Strange Situation Procedure. High‐risk/ASD infants were disproportionately more likely to be classified as insecure (versus secure) and more likely to be classified as insecure‐resistant (versus secure or avoidant) than high‐risk/no‐ASD and low‐risk/no‐ASD infants. High‐risk infants with insecure‐resistant attachments were over nine times more likely to receive an ASD diagnosis than high‐risk infants with secure attachments. Insecure‐resistant attachment in high‐risk infants suggests a propensity toward negative affect with the parent in conditions of stress. Insecure‐resistant attachment may prove useful as a potential early index of propensity toward ASD diagnosis in high‐risk siblings, while insecure‐resistant attachment in the context of emergent autism may contribute to difficulties experienced by children with ASD and their families.

    

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