Social Timing in Preschoolers with Autism Spectrum Disorder

Inhaltsverzeichnis (Table of Contents)

• Summary
• Table of Contents
• List of Tables
• List of Figures
• Acronyms
• 1 General introduction
  • 1.1 Context
  • 1.2 Problem statement
  • 1.3 Aim and objectives
  • 1.4 Scope
  • 1.5 Research questions
  • 1.6 Significance of this study
  • 1.7 Definitions of terms and key concepts
  • 1.8 Thesis structure
• 2 Social timing in young children with and without ASD
  • 2.1 Introduction
  • 2.2 Background to social timing
    • 2.2.1 The role of timing in communication and development
    • 2.2.2 Defining social timing
    • 2.2.3 Related but different uses of 'synchrony'
  • 2.3 Social timing from a developmental perspective
    • 2.3.1 Which developments lead up to synchrony?
    • 2.3.2 What is the significance of synchrony for later development?
  • 2.4 Social timing in ASD
    • 2.4.1 Social and communication deficits in children with ASD
    • 2.4.2 Timing explanations of ASD
    • 2.4.3 Timing in ASD
    • 2.4.4 Social timing in ASD
    • 2.4.5 Intrapersonal timing in ASD
    • 2.4.6 Interpersonal timing in ASD
  • 2.5 Summary and conclusion
• 3 Studying social timing
  • 3.1 Introduction
  • 3.2 Introduction to social timing methods
    • 3.2.1 Fully automated methods
    • 3.2.2 Non-computational methods
  • 3.3 Studying social timing in ASD
    • 3.3.1 Studies using automated analysis
    • 3.3.2 Studies using micro-analysis
    • 3.3.3 Studies using global analysis
  • 3.4 Monadic Phases
    • 3.4.1 Theoretical background
    • 3.4.2 Participants of MP studies
    • 3.4.3 Experimental set-up
    • 3.4.4 Coding of Monadic Phases
    • 3.4.5 Statistical analysis of Monadic Phases
    • 3.4.6 Validity, inter-rater agreement and reliability
  • 3.5 Summary and conclusion
• 4 Methods
  • 4.1 Introduction
  • 4.2 Choice and justification of methods
    • 4.2.1 Population and sample
    • 4.2.2 Data analytic approach
    • 4.2.3 Adaptation of research instrument
  • 4.3 Adaptation of Monadic Phases
    • 4.3.1 Draft 1
    • 4.3.2 Draft 2: Monadic Phases 2.0
    • 4.3.3 Conclusion on Monadic Phase adaptation
  • 4.4 Method
    • 4.4.1 Participants
    • 4.4.2 Setting and apparatus
    • 4.4.3 Ethical approval
    • 4.4.4 Procedures
    • 4.4.5 Data analysis plan
  • 4.5 Summary
• 5 Results
  • 5.1 Introduction
  • 5.2 Preliminary analyses
    • 5.2.1 Suitability
    • 5.2.2 Stationarity
  • 5.3 Cyclicity and synchrony
    • 5.3.1 Cyclicity
    • 5.3.2 Coherence
    • 5.3.3 Synchrony
  • 5.4 Summary
• 6 Discussion
  • 6.1 Introduction
  • 6.2 Answering the research questions
    • 6.2.1 Cyclicity
    • 6.2.2 Synchrony
  • 6.3 Unexpected findings
    • 6.3.1 Music enhances social timing in ASD
    • 6.3.2 No change over time
  • 6.4 Evaluating the chosen approach
    • 6.4.1 Terminology
    • 6.4.2 Study design
    • 6.4.3 Data analysis
    • 6.4.4 Adaptation of coding scheme
    • 6.4.5 Comparability with other studies
• 7 Conclusion
  • 7.1 Introduction
  • 7.2 Key findings
  • 7.3 Contributions and limitations
  • 7.4 Beyond this study
• References

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This thesis investigates the social timing abilities of preschoolers with autism spectrum disorder (ASD). It aims to contribute to the understanding of social timing deficits in ASD and explore the potential of music to enhance these abilities.

• Social timing in ASD
• The role of music in social timing
• The development of social timing in children
• The use of the Monadic Phases coding scheme to quantify social timing
• The impact of social timing on communication and development

Zusammenfassung der Kapitel (Chapter Summaries)

• Chapter 1: General introduction This chapter provides an overview of the thesis, including the context, problem statement, aim, objectives, scope, research questions, significance of the study, definitions of terms, and thesis structure.
• Chapter 2: Social timing in young children with and without ASD This chapter presents a comprehensive review of the literature on social timing in typical development and ASD. It explores the role of timing in communication and development, defines social timing, and discusses related concepts. It also examines the developmental trajectory of social timing and its significance for later development.
• Chapter 3: Studying social timing This chapter discusses different methods for studying social timing, with a focus on the Monadic Phases coding scheme. It reviews the theoretical background of Monadic Phases, describes its application in previous studies, and discusses its validity and reliability.
• Chapter 4: Methods This chapter outlines the methods used in the study, including the population, sample, data analytic approach, and adaptation of the Monadic Phases coding scheme. It provides a detailed description of the participants, setting, apparatus, ethical approval, procedures, and data analysis plan.
• Chapter 5: Results This chapter presents the findings of the study, including preliminary analyses, cyclicity, coherence, synchrony, and a summary of the results.
• Chapter 6: Discussion This chapter discusses the findings of the study, addressing the research questions and exploring unexpected findings. It evaluates the chosen approach, including terminology, study design, data analysis, adaptation of the coding scheme, and comparability with other studies.

Schlüsselwörter (Keywords)

The main keywords and focus topics of this thesis include social timing, autism spectrum disorder, music, Monadic Phases, cyclicity, synchrony, communication, development, and interaction.