Predicting language outcome in infants with autism and pervasive developmental disorder
Predicting language outcome in infants with autism and pervasive developmental disorder
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DOI：
10.1080/136820310000104830
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发表时间：
2003-07-01
影响因子：
2.4
通讯作者：
Cox, A
中科院分区：
文献类型：
--
作者：
Charman, T;Baron-Cohen, S;Cox, A
背景资料：为了研究诊断，联合注意，发挥和模仿能力和语言的自闭症和广泛性developmentaldisorder.Methods和程序的婴儿的结果之间的纵向关联：联合注意，发挥和模仿的实验措施进行了一个样本的自闭症谱系障碍的婴儿在20个月。在42个月时评估语言结果。A组内纵向相关designationsadopted.Outcomes和Results：语言在42个月的诊断为广泛性发育障碍的儿童高于诊断为自闭症的儿童。在后续的语言也正相关的联合注意力和模仿的实验措施的性能，但不与性能的实验措施的发挥和“目标检测”在20个月，也与非言语智商，虽然这些协会没有独立的诊断检查。然而，地板效应的措施，发挥在20个月和小样本量限制的结论，可以得出.Conclusions：婴儿社会沟通能力的个体差异，以及诊断可以预测语言的结果在学龄前儿童自闭症谱系障碍。应注意评估2岁和3岁的儿童被诊断为自闭症谱系障碍的这些技能。模仿和联合注意能力可能是早期干预的重要目标。
Background: To examine longitudinal associations between diagnosis, joint attention, play and imitation abilities and language outcome in infants with autism and pervasive developmental disorder.Methods and Procedures: Experimental measures of joint attention, play and imitation were conducted with a sample of infants with autism spectrum disorder at age 20 months. Language outcome was assessed at age 42 months. A within-group longitudinal correlational design was adopted.Outcomes and Results: Language at 42 months was higher for children with a diagnosis of pervasive developmental disorder than for children with a diagnosis of autism. Language at follow-up was also positively associated with performance on experimental measures of joint attention and imitation, but not with performance on experimental measures of play and 'goal detection' at 20 months, nor with a non-verbal intelligence quotient, although these associations were not examined independent of diagnosis. However, floor effects on the measure of play at 20 months and the small sample size limit the conclusions that can be drawn.Conclusions: Individual differences in infant social-communication abilities as well as diagnosis may predict language outcome in preschoolers with autism spectrum disorders. Attention should be directed at assessing these skills in 2- and 3-year-old children referred for a diagnosis of autism spectrum disorder. Imitation and joint attention abilities may be important targets for early intervention.