Outline the Similarities and Differences in the Ways in Which Social Interactive Skills Develop in Two Neurodevelopmental Disorders

3417 Words Mar 12th, 2013 14 Pages
“Outline the similarities and differences in the ways in which social interactive skills develop in two neurodevelopmental disorders”

Joint attention/ social interest & vocabulary development
No. 3: Dawson et al 2004: early social attention impairments in ASD: including social orienting & joint attention i.e. joint attention
No. 4: Laing 2002: atypical dev of language & social communication in toddlers with WS(effect of dydadic interactions) i.e. Joint attention
No. 7: Ahktar & Gernsbacher 2007: Joint attention & vocabulary dev; critique that not necessary to have joint attention for voc dev: evidence from WS and ASD i.e. joint attention
15: Norbury et al : Word learning in Autistic disorders

Emotion processing- face processing-
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Lincoln, Searcy, Jones & Lord, 2007). Williams syndrome ( WS) is a rare genetic disorder caused by chromosomal deletions, associated with aspects such as attentional problems, distinct over-friendly personality profile, early marked developmental delays in language, and prolonged gaze behaviour (Lincoln et al., 2007). On the other hand, Autistic individuals often demonstrate less social interest in others, and they make less effort to engage with others from a young age (Lincoln et al, 2007).

One area that children with WS and ASD suffer developmental delay is in their language development, which various researchers (E.g. Baron-Cohen, 1995) have suggested may be due to the initial development of shared interactions and joint attention behaviours between child and caregiver. In the Mind reading system Model (Baron-Cohen, 1995) it’s suggested that the almost innate incidence of sharing eye gaze brings about dyadic interactions between the caregiver and child, which leads to the child exhibiting triadic interactions; following their caregiver’s eyes, and using them as a point of reference to learn about their external world e.g. coaxed into naming objects around them by Motherese. However, although this Model often rings true with typically developing children,

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