An Expanded View of Joint Attention: Skill, Engagement, and Language in Typical Development and Autism
An Expanded View of Joint Attention: Skill, Engagement, and Language in Typical Development and Autism
复制标题
DOI：
10.1111/cdev.12973
复制
发表时间：
2019-01-01
影响因子：
4.6
通讯作者：
Robins, Diana L.
中科院分区：
文献类型：
--
作者：
Adamson, Lauren B.;Bakeman, Roger;Robins, Diana L.
这项研究为共同注意及其与表达语言发展的关系提供了一个扩展的视角。共有144名幼儿(40名典型发育中，58名自闭症谱系障碍[ASD]，46名发育迟缓[DD])在24个月和31个月时参与研究。筛查出自闭症风险呈阳性的幼儿，特别是那些后来被诊断为自闭症的幼儿，其联合注意力技能、在父母与幼儿互动期间的联合参与以及表达能力较差。研究结果突出了共同注意与语言发展之间的动态关系。在ASD和DD组中，联合参与预测了以后的表达词汇量，显著高于基于联合注意技能的预测。当蹒跚学步的孩子最初不说话时，联合参与受到的影响最严重，如果他们后来开始说话，联合参与的情况会明显改善。
This study provides an expanded view of joint attention and its relation to expressive language development. A total of 144 toddlers (40 typically developing, 58 with autism spectrum disorder [ASD], 46 with developmental delay [DD]) participated at 24 and 31 months. Toddlers who screened positive for ASD risk, especially those subsequently diagnosed with ASD, had poorer joint attention skills, joint engagement during parent-toddler interaction, and expressive language. Findings highlight the dynamic relation between joint attention and language development. In the ASD and DD groups, joint engagement predicted later expressive vocabulary, significantly more than predictions based on joint attention skills. Joint engagement was most severely impacted when toddlers did not talk initially and improved markedly if they subsequently began to speak.