Skip to main content
SpringerLink
Log in
Book cover

Handbook of Parent-Child Interaction Therapy for Children on the Autism Spectrum pp 55–69Cite as

The Importance of Parent-Child Interactions in Social Communication Development and Considerations for Autism Spectrum Disorders

  • Chapter
  • First Online:

  • 4221 Accesses

Abstract

Interactions between caregivers and their children play an important role in the development of social communication skills. Features such as contingent parent responsiveness, infant-directed speech, and gesture use are associated with language learning and use in infants and toddlers. Children diagnosed with autism spectrum disorder (ASD) often exhibit delayed language development and struggle with both verbal and nonverbal social communication skills. Evidence-based interventions, particularly those based in applied behavior analysis, promote pragmatic use of language and improve social communication in children with ASD.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   429.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD   549.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Aldred, C., Green, J., & Adams, C. (2004). A new social communication intervention for children with autism: Pilot randomized controlled treatment study suggesting effectiveness. Journal of Child Psychology and Psychiatry, 45, 1420–1430.

    Article  Google Scholar 

  • American Psychiatric Association. (2013). Neurodevelopmental disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing. https://doi.org/10.1176/appi.books.9780890425596.dsm01

    Chapter  Google Scholar 

  • Anderson, D. K., Lord, C., Risi, S., DiLavore, P. S., Shulman, C., Thurm, A., … Pickles, A. (2007). Patterns of growth in verbal abilities among children with autism spectrum disorder. Journal of Consulting and Clinical Psychology, 75, 594–604.

    Article  Google Scholar 

  • Argott, P. J., Townsend, D. B., & Poulson, C. L. (2017). Acquisition and generalization of complex empathetic responses among children with autism. Behavior Analysis in Practice, 10, 107–117. https://doi.org/10.1007/s40617-016-0171-7

    Article  PubMed  PubMed Central  Google Scholar 

  • Barbera, M. L., & Kubina, R. M. (2005). Using transfer procedures to teach tacts to a child with autism. The Analysis of Verbal Behavior, 21, 155–161.

    Article  Google Scholar 

  • Bates, E. (1976). Language and context: The acquisition of pragmatics. New York: Academic Press.

    Google Scholar 

  • Batki, A., Baron-Cohen, S., Wheelwright, S., Connellan, J., & Ahluwalia, J. (2000). Is there an innate gaze module? Evidence from human neonates. Infant Behavior and Development, 23, 223–229. https://doi.org/10.1016/S0163-6383(01)00037-6

    Article  Google Scholar 

  • Beuker, K. T., Rommelse, N. N. J., Donders, R., & Buitelaar, J. K. (2013). Development of early communication skills in the first two years of life. Infant Behavior & Development, 36, 71–83.

    Article  Google Scholar 

  • Bijou, S. W., & Baer, D. M. (1965). Child development II: universal stage of infancy. New York: Appleton-Century-Crofts.

    Google Scholar 

  • Bourret, J., Vollmer, T. R., & Rapp, J. T. (2004). Evaluation of a vocal mand assessment and vocal mand training procedures. Journal of Applied Behavior Analysis, 37, 129–144.

    Article  Google Scholar 

  • Buffington, D. M., Krantz, P. J., McClannahan, L. E., & Poulson, C. L. (1998). Procedures for teaching appropriate gestural communication skills to children with autism. Journal of Autism and Developmental Disorders, 28(6), 535–545.

    Article  Google Scholar 

  • Butz, R. A., & Hasazi, J. E. (1973). Developing verbal imitative behavior in a profoundly retarded girl. Journal of Behavior Therapy & Experimental Psychiatry, 4, 389–393.

    Article  Google Scholar 

  • Call, N. A., Shillingsburg, M. A., Bowen, C. N., Reavis, A. R., & Findley, A. J. (2013). Direct assessment of preferences for social interactions in children with autism. Journal of Applied Behavior Analysis, 46, 821–826.

    Article  Google Scholar 

  • Chevallier, C., Kohls, G., Troiani, V., Brodkin, E. S., & Schultz, R. T. (2012). The social motivation theory of autism. Trends in Cognitive Science, 16, 231–239.

    Article  Google Scholar 

  • Coonrod, E. E., & Stone, W. L. (2004). Early concerns of parents of children with autistic and nonautistic disorders. Infants and Young Children, 17, 258–268.

    Article  Google Scholar 

  • Cowan, R. J., & Allen, K. D. (2007). Using naturalistic procedures to enhance learning in individuals with autism: A focus on generalized teaching within the school setting. Psychology in the Schools, 44, 701–715.

    Article  Google Scholar 

  • Dawson, G., Meltzoff, A. N., Osterling, J., Rinaldi, J., & Brown, E. (1998). Children with autism fail to orient to naturally occurring social stimuli. Journal of Autism and Developmental Disorders, 28, 479–485. https://doi.org/10.1023/A:1026043926488

    Article  PubMed  Google Scholar 

  • DeCasper, A. J., & Fifer, W. P. (1980). Of human bonding: newborns prefer their mothers’ voices. Science, 208, 1174–1176. https://doi.org/10.1126/science.7375928

    Article  PubMed  Google Scholar 

  • DeLeon, I. G., & Iwata, B. A. (1996). Evaluation of a multiple-stimulus presentation format for assessing reinforcer preferences. Journal of Applied Behavior Analysis, 29, 519–533.

    Article  Google Scholar 

  • Dozier, C. L., Iwata, B. A., Thomason-Sassi, J., Worsdell, A. S., & Wilson, D. M. (2012). A comparison of two pairing procedures to establish praise as a reinforcer. Journal of Applied Behavior Analysis, 45(4), 721–735. https://doi.org/10.1901/jaba.2012.45-721

    Article  PubMed  PubMed Central  Google Scholar 

  • Drasgow, E., Martin, C. A., Chezan, L. C., Wolfe, K., & Halle, J. W. (2016). Mand training: An examination of response-class structure in three children with autism and severe language delays. Behavior Modification, 40, 347–376.

    Article  Google Scholar 

  • Dyer, K., & Karp, R. (2013). A staff-training program to increase spontaneous vocal requests in children with autism. Behavior Analysis in Practice, 6, 42–60.

    Article  Google Scholar 

  • Eldevik, S., Hastings, R. P., Hughes, J. C., Jahr, E., Eikeseth, S., & Cross, S. (2009). Meta-analysis of Early Intensive Behavioral Intervention for children with autism. Journal of Clinical Child and Adolescent Psychology, 38, 439–450.

    Article  Google Scholar 

  • Fisher, W. W., Piazza, C. C., Bowman, L. G., Hagopian, L. P., Owens, J. C., & Slevin, I. (1992). A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities. Journal of Applied Behavior Analysis, 25, 491–498.

    Article  Google Scholar 

  • Frampton, S. E., Wymer, S. C., Hansen, B., & Shillingsburg, M. A. (2016). The use of matrix training to promote generative language with children with autism. Journal of Applied Behavior Analysis, 49, 869–883. https://doi.org/10.1002/jaba.340

    Article  PubMed  Google Scholar 

  • Freeman, S., & Kasari, C. (2013). Parent–child interactions in autism: Characteristics of play. Autism, 17, 147–161. https://doi.org/10.1177/1362361312469269

    Article  PubMed  Google Scholar 

  • Frith, U., & Frith, C. (2010). The social brain: Allowing humans to go where no other species has been. Philosophical Transactions of the Royal Society B: Biological Sciences, 365, 165–175.

    Article  Google Scholar 

  • Ganz, J. (2015). AAC intervention for individuals autism spectrum disorders: State of the science and future research directions. Augmentative and Alternative Communication, 31, 203–214. https://doi.org/10.3109/07434618.2015.104753

    Article  PubMed  Google Scholar 

  • Gilic, L., & Greer, R. D. (2011). Establishing naming in typically developing two-year-old children as a function of multiple exemplar speaker and listener experiences. The Analysis of Verbal Behavior, 27, 157–177. https://doi.org/10.1007/BF03393099

    Article  PubMed  PubMed Central  Google Scholar 

  • Goldsmith, T. R., LeBlanc, L. A., & Sautter, R. A. (2007). Teaching intraverbal behavior to children with autism. Research in Autism Spectrum Disorders, 1, 1–13.

    Article  Google Scholar 

  • Guinchat, V., Chamak, B., Bonniau, B., Bodeau, N., Perisse, D., Cohen, D., & Danion, A. (2012). Very early signs of autism reported by parents include many concerns not specific to autism criteria. Research in Autism Spectrum Disorders, 6, 589–601.

    Article  Google Scholar 

  • Gutierrez, A., Fischer, A. J., Hale, M. N., Durocher, J. S., & Alessandri, M. (2013). Differential response patterns to the control condition between two procedures to assess social reinforcers for children with autism. Behavioral Interventions, 28(4), 353–361. https://doi.org/10.1002/bin.1372

    Article  Google Scholar 

  • Haebig, E., McDuffie, A., & Ellis Weismer, S. (2013). The contribution of two categories of parent verbal responsiveness to later language for toddlers and preschoolers on the autism spectrum. American Journal of Speech-Language Pathology, 22, 54–70.

    Article  Google Scholar 

  • Hagopian, L. P., Long, E. S., & Rush, K. S. (2004). Preference assessment procedures for individuals with developmental disabilities. Behavior Modification, 28, 668–677. https://doi.org/10.1177/0145445503259836

    Article  PubMed  Google Scholar 

  • Hahn, L. J., Zimmer, B. J., Brady, N. C., Swinburne Romine, R. E., & Fleming, K. K. (2014). Role of maternal gesture use in speech use by children with fragile X syndrome. American Journal of Speech-Language Pathology, 23, 146–159.

    Article  Google Scholar 

  • Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experiences of young American children. Baltimore: Paul H. Brookes.

    Google Scholar 

  • Holth, P. (2007). An operant analysis of joint attention skills. European Journal of Behavior Analysis, 8(1), 77–91.

    Article  Google Scholar 

  • Howard, J. S., Sparkman, C. R., Cohen, H. G., Green, G., & Stanislaw, H. (2005). A comparison of intensive behavior analytic and eclectic treatment for young children with autism. Research in Developmental Disabilities, 26, 359–383.

    Article  Google Scholar 

  • Howlin, P., Magiati, I., & Charman, T. (2009). A systematic review of early intensive behavioural interventions (EIBI) for children with autism. American Journal on Mental Retardation, 114, 23–41.

    Article  Google Scholar 

  • Hung, D. W. (1976). Teaching mute retarded children vocal imitation. Journal of Behavior Therapy & Experimental Psychiatry, 7, 85–88.

    Article  Google Scholar 

  • Johnson, M. H., Dziurawiec, S., Ellis, H., & Morton, J. (1991). Newborns’ preferential tracking of face-like stimuli and its subsequent decline. Cognition, 40, 1–19.

    Article  Google Scholar 

  • Jones, E. A., & Carr, E. G. (2004). Joint attention in children with autism: Theory and intervention. Focus on Autism and Other Developmental Disabilities, 19, 13–26.

    Article  Google Scholar 

  • Jones, W., & Klin, A. (2013). Attention to eyes is present but in decline in 2-6 month-olds later diagnosed with autism. Nature, 504, 427–431.

    Article  Google Scholar 

  • Klin, A., Jones, W., Schultz, R., Volkmar, F., & Cohen, D. (2002). Visual fixation patterns during viewing of naturalistic social situations as predictors of social competence in individuals with autism. Archives of General Psychiatry, 59, 809–816.

    Article  Google Scholar 

  • Kohler, K. T., & Malott, R. W. (2014). Matrix training and verbal generativity in children with autism. The Analysis of Verbal Behavior, 30, 170–177. https://doi.org/10.1007/s40616-014-0016-9

    Article  PubMed  PubMed Central  Google Scholar 

  • Lavie, T., & Sturmey, P. (2002). Training staff to conduct a paired-stimulus preference assessment. Journal of Applied Behavior Analysis, 35, 209–211. https://doi.org/10.1901/jaba.2002.35-209

    Article  PubMed  PubMed Central  Google Scholar 

  • Law, J., & Conti-Ramsden, G. (2000). Treating children with speech and language impairments. Six hours of therapy is not enough. BMJ, 321, 908–909.

    Article  Google Scholar 

  • LeBlanc, L. A., & Gillis, J. (2012). Behavioral interventions for children with autism spectrum disorders. Pediatric Clinics of North America, 59, 147–164.

    Article  Google Scholar 

  • Legerstee, M. (1991). The role of person and object in eliciting early imitation. Journal of Experimental Child Psychology, 51, 423–433.

    Article  Google Scholar 

  • Loughrey, T. O., Contreras, B. P., Majdalany, L. M., Rudy, N., Sinn, S., Teague, P., … Harvey, A. C. (2014). Caregivers as interventionists and trainers: Teaching mands to children with developmental disabilities. The Analysis of Verbal Behavior, 30, 128–140.

    Article  Google Scholar 

  • Marchese, N. V., Carr, J. E., LeBlanc, L. A., Rosati, T. C., & Conroy, S. A. (2012). The effects of the question “What is this?” on tact-training outcomes of children with autism. Journal of Applied Behavior Analysis, 45, 539–547. https://doi.org/10.1901/jaba.2012.45-539

    Article  PubMed  PubMed Central  Google Scholar 

  • Meltzoff, A. N. (1988). Infant imitation and memory: Nine-month-olds in immediate and deferred tests. Child Development, 59, 217–225.

    Article  Google Scholar 

  • Miller, C. L. (1988). Parents’ perceptions and attributions of infant vocal behaviour and development. First Language, 8, 125–141.

    Article  Google Scholar 

  • Mulhern, T., Lydon, S., Healy, O., Mollaghan, G., Ramey, D., & Leoni, M. (2016). A systematic review and evaluation of procedures for the induction of speech among persons with developmental disabilities. Developmental Neurorehabilitation, 20, 207–227. https://doi.org/10.3109/17518423.2016.1150360

    Article  PubMed  Google Scholar 

  • Nuernberger, J. E., Smith, C. A., Czapar, K. N., & Klatt, K. P. (2012). Assessing preference for social interaction in children diagnosed with autism. Behavioral Interventions, 27(1), 33–44. https://doi.org/10.1002/bin.1336

    Article  Google Scholar 

  • O’Neill, D. K., Main, R. M., & Ziemski, R. A. (2009). ‘I like Barney’: Preschoolers’ spontaneous conversational initiations with peers. First Language, 29, 401–425. https://doi.org/10.1177/0142723709105315

    Article  Google Scholar 

  • Özçalışkan, Ş., Adamson, L. B., & Dimitrova, N. (2016). Early deictic but not other gestures predict later vocabulary in both typical development and autism. Autism, 20, 754–763.

    Article  Google Scholar 

  • Pace, G. M., Ivancic, M. T., Edwards, G. L., Iwata, B. A., & Page, T. J. (1985). Assessment of stimulus preference and reinforcer value with profoundly retarded individuals. Journal of Applied Behavior Analysis, 18, 249–255.

    Article  Google Scholar 

  • Paparella, T., Stickles Goods, K., Freeman, S., & Kasari, C. (2011). The emergence of nonverbal joint attention and requesting skills in young children with autism. Journal of Communication Disorders, 44, 569–583.

    Article  Google Scholar 

  • Pelaez, M., Ortega, J. V., & Gewirtz, J. L. (2011). Contingent and noncontingent reinforcement with maternal vocal imitation and motherese speech: Effects on infant vocalizations. European Journal of Behavior Analysis, 12, 277–287.

    Article  Google Scholar 

  • Pelaez-Nogueras, M., Gewirtz, J. L., Field, T., Cigales, M., Malphurs, J., Clasky, S., & Sanchez, A. (1996). Infants’ preference for touch stimulation in face-to-face interactions. Journal of Applied Developmental Psychology, 17, 199–213.

    Article  Google Scholar 

  • Pence, S. T., St. Peter, C. C., & Tetreault, A. S. (2012). Increasing accurate preference assessment implementation through pyramidal training. Journal of Applied Behavior Analysis, 45, 345–359.

    Article  Google Scholar 

  • Peters, L. C., & Thompson, R. H. (2015). Teaching children with autism to respond to conversation partners’ interest. Journal of Applied Behavior Analysis, 48, 544–562. https://doi.org/10.1002/jaba.235

    Article  PubMed  Google Scholar 

  • Pickett, E., Pullara, O., O’Grady, J., & Gordon, B. (2009). Speech acquisition in older nonverbal individuals with autism: A review of features, methods, and prognosis. Cognitive and Behavioral Neurology, 22, 1–21. https://doi.org/10.1097/WNN.0b013e318190d185

    Article  PubMed  Google Scholar 

  • Prelock, P. J., & Nelson, N. W. (2012). Language and communication in autism: An integrated review. Pediatric Clinics of North America, 59, 129–145.

    Article  Google Scholar 

  • Reis, H. T., & Wheeler, L. (1991). Studying social interaction with the Rochester Interaction Record. Advances in Experimental Social Psychology, 24, 269–318.

    Google Scholar 

  • Riby, D. M., & Hancock, P. J. (2008). Viewing if differently: Social scene perception in William’s syndrome and autism. Neuropsychologia, 46, 2855–2860.

    Article  Google Scholar 

  • Roane, H. S., Vollmer, T. R., Ringdahl, J. E., & Marcus, B. A. (1998). Evaluation of a brief stimulus preference assessment. Journal of Applied Behavior Analysis, 31, 605–620.

    Article  Google Scholar 

  • Rollins, P. R. (2003). Caregivers’ contingent comments to 9-month-old infants: Relationships with later language. Applied PsychoLinguistics, 24, 221–234. https://doi.org/10.1017/S0142716403000110

    Article  Google Scholar 

  • Rose, V., Trembath, D., Keen, D., & Paynter, J. (2016). The proportion of minimally verbal children with autism spectrum disorder in a community-based early intervention programme. Journal of Intellectual Disability Research, 60, 464–477.

    Article  Google Scholar 

  • Ruble, L., McDuffie, A., King, A. S., & Lorenz, D. (2008). Caregiver responsiveness and social interactions behaviors of young children with autism. Topics in Early Childhood Special Education, 28, 158–170.

    Article  Google Scholar 

  • Schlinger, H. D. (1995). The behavior-analytic view of child development. New York: Plenum Press.

    Book  Google Scholar 

  • Schmidt, C. L., & Lawson, K. R. (2002). Caregiver attention-focusing and children’s attention sharing behaviours as predictors of later verbal IQ in very low birth weight children. Journal of Child Language, 29, 3–22.

    Article  Google Scholar 

  • Schreibman, L., & Stahmer, A. C. (2014). A randomized trial comparison of the effects of verbal and pictorial naturalistic communication strategies on spoken language for young children with autism. Journal of Autism and Developmental Disorders, 44, 1244–1251.

    Article  Google Scholar 

  • Scott-Van Zeeland, A. A., Dapretto, M., Ghahremani, D. G., Poldrack, R. A., & Bookheimer, S. Y. (2010). Reward processing in autism. Autism Research, 3, 53–67.

    PubMed  PubMed Central  Google Scholar 

  • Siller, M., & Sigman, M. (2002). The behaviors of parents of children with autism predict the subsequent development of their children’s communication. Journal of Autism and Developmental Disorders, 32, 77–89.

    Article  Google Scholar 

  • Skinner, B. F. (1957). Verbal behavior. New York: Appleton-Century-Crofts.

    Book  Google Scholar 

  • Song, J. Y., Demuth, K., & Morgan, J. (2010). The effects of the acoustic properties of infant-directed speech on infant word recognition. Journal of the Acoustical Society of America, 128, 389–400. https://doi.org/10.1121/1.3419786

    Article  PubMed  Google Scholar 

  • Swerdan, M. G., & Rosales, R. (2015). Comparison of prompting techniques to teach children with autism to ask questions in the context of a conversation. Focus on Autism and Other Developmental Disabilities, 32, 93–101. https://doi.org/10.1177/1088357615610111

    Article  Google Scholar 

  • Tager-Flusberg, H., & Coronna, E. (2007). Language disorders: Autism and other pervasive developmental disorders. Pediatric Clinics of North America, 54, 469–481.

    Article  Google Scholar 

  • Tamis-LeMonda, C. S., Bornstein, M. H., & Baumwell, L. (2001). Maternal responsiveness and children’s achievement of language milestones. Child Development, 72, 748–767.

    Article  Google Scholar 

  • Tarbox, J., Madrid, W., Aguilar, B., Jacobo, W., & Schiff, A. (2009). Use of chaining to increase complexity of echoics in children with autism. Journal of Applied Behavior Analysis, 42, 901–906.

    Article  Google Scholar 

  • Taylor, B. A., & Hoch, H. (2008). Teaching children with autism to respond to and initiate bids for joint attention. Journal of Applied Behavior Analysis, 41(3), 377–391. https://doi.org/10.2901/jaba.2008.41-377

    Article  PubMed  PubMed Central  Google Scholar 

  • Thal, D., & Tobias, S. (1992). Communicative gestures in children with delayed onset of oral expressive vocabulary. Journal of Speech and Hearing Research, 35, 1281–1289.

    Article  Google Scholar 

  • Thomas, B. R., Lafasakis, M., & Sturmey, P. (2010). The effects of prompting, fading, and differential reinforcement on vocal mands in non-verbal preschool children with autism spectrum disorder. Behavioral Interventions, 25, 157–168.

    Article  Google Scholar 

  • Tomasello, M. (2003). Constructing a language. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Topping, K., Dekhinet, R., & Zeedyk, S. (2013). Parent–child interaction and children’s language development. Educational Psychology, 33, 391–426.

    Article  Google Scholar 

  • Tullis, C. A., Cannella-Malone, H. I., Basbigill, A. R., Yeager, A., Fleming, C. V., Payne, D., & Wu, P. (2011). Review of the choice and preference assessment literature for individuals with severe to profound disabilities. Education and Training in Autism and Developmental Disabilities, 46, 576–595.

    Google Scholar 

  • Turnbull, K. L. P., & Justice, L. M. (2017). Language development from theory to practice (3rd ed.). Upper Saddle River, NJ: Pearson ISBN-13: 978-0134170428.

    Google Scholar 

  • Vygotsky, L. S. (1978). In M. Cole, V. John-Steiner, S. Schibner, & E. Souberman (Eds.), Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • White, S. W., Keonig, K., & Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37, 1858–1868. https://doi.org/10.1007/s10803-006-0320-x

    Article  Google Scholar 

  • Winder, B. M., Wozniak, R. H., Parladé, M. V., & Iverson, J. M. (2013). Spontaneous initiation of communication in infants at low and heightened risk for autism spectrum disorders. Developmental Psychology, 49, 1931–1942.

    Article  Google Scholar 

  • Yosick, R. N., Muskat, L. R., Bowen, C. N., Delfs, C. H., & Shillingsburg, M. A. (2016). Increasing single-word requests to multiword requests in children with autism and related disabilities. Behavioral Interventions, 31, 28–43. https://doi.org/10.1002/bin.1434

    Article  Google Scholar 

  • Zauche, L. H., Thul, T. A., Mahoney, A. E. D., & Stapel-Wax, J. L. (2016). Influence of language nutrition on children’s language and cognitive development: An integrated review. Early Childhood Research Quarterly, 36, 318–333.

    Article  Google Scholar 

  • Zimmerman, F. J., Gilkerson, J., Richards, J. A., Christakis, D. A., Xu, D., Gray, S., & Yapanel, U. (2009). Teaching by listening: The importance of adult-child conversations to language development. Pediatrics, 124, 342–349. https://doi.org/10.1542/peds.2008-2267

    Article  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. May Institute, Randolph, MA, USA

    M. Alice Shillingsburg & Brittany Juban

Authors
  1. M. Alice Shillingsburg
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Brittany Juban
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to M. Alice Shillingsburg .

Editor information

Editors and Affiliations

  1. Department of Psychology, West Virginia University, Morgantown, WV, USA

    Cheryl Bodiford McNeil

  2. Department of Psychology, West Virginia University, Morgantown, WV, USA

    Lauren Borduin Quetsch

  3. National Autism Center, May Institute, Randolph, MA, USA

    Cynthia M. Anderson

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Shillingsburg, M.A., Juban, B. (2018). The Importance of Parent-Child Interactions in Social Communication Development and Considerations for Autism Spectrum Disorders. In: McNeil, C., Quetsch, L., Anderson, C. (eds) Handbook of Parent-Child Interaction Therapy for Children on the Autism Spectrum. Springer, Cham. https://doi.org/10.1007/978-3-030-03213-5_4

Download citation

Publish with us

Policies and ethics

Search

Navigation