Developmental Changes in Pretend Play from 22- to 34-Months in Younger Siblings of Children with Autism Spectrum Disorder.
Developmental Changes in Pretend Play from 22- to 34-Months in Younger Siblings of Children with Autism Spectrum Disorder.
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DOI：
10.1007/s10802-017-0324-3
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发表时间：
2018-04
影响因子：
3.6
通讯作者：
Brownell CA
中科院分区：
文献类型：
--
作者：
Campbell SB;Mahoney AS;Northrup J;Moore EL;Leezenbaum NB;Brownell CA
儿童的假装游戏和社会参与的发展轨迹，以及父母的敏感性和刺激，在幼儿与自闭症谱系障碍（ASD，高风险; HR）的哥哥姐姐和幼儿与典型发展的哥哥姐姐（低风险; LR）中进行了检查。儿童（N =168，97名男孩，71名女孩）在22，28和34个月期间与父母自由玩耍，并引发假装与考官玩。在28个月和34个月大的时候，孩子们被要求想象考官在一个假装的转换任务中所做的动作的后果。在36个月时，评估儿童的ASD，产生3组进行比较：HR儿童ASD，HR儿童没有ASD（HR-noASD），LR儿童。所有3组儿童都表现出发展变化，随着年龄的增长，他们参与更多的假装游戏，并在引发的假装和转换任务上获得更高的分数，但ASD儿童在大多数措施上落后于其他2组。与LR或HR-noASD儿童相比，ASD儿童在游戏互动中与父母或检查员的互动也较少，发育变化最小。父母，无论组，高度参与与他们的孩子，但HR-noASD儿童的父母得到了更高的评级比LR儿童的父母的刺激。大多数组间差异并不是由认知功能决定的。相反，较低的社会参与似乎是一个重要的相关性不先进的假装技能，与理解自闭症儿童的早期发展和早期干预的影响。
Developmental trajectories of children’s pretend play and social engagement, as well as parent sensitivity and stimulation, were examined in toddlers with an older sibling with autism spectrum disorder (ASD, high risk; HR) and toddlers with typically-developing older siblings (low risk; LR). Children (N =168, 97 boys, 71 girls) were observed at 22, 28, and 34 months during free play with a parent and elicited pretend play with an examiner. At 28 and 34 months, children were asked to imagine the consequences of actions pantomimed by the examiner on a pretend transformation task. At 36 months children were assessed for ASD, yielding 3 groups for comparison: HR children with ASD, HR children without ASD (HR-noASD), and LR children. Children in all 3 groups showed developmental changes, engaging in more bouts of pretend play and obtaining higher scores on the elicited pretend and transformation tasks with age, but children with ASD lagged behind the other 2 groups on most measures. Children with ASD were also less engaged with their parents or the examiner during play interactions than either LR or HR-noASD children, with minimal developmental change evident. Parents, regardless of group, were highly engaged with their children, but parents of HR-noASD children received somewhat higher ratings on stimulation than parents of LR children. Most group differences were not accounted for by cognitive functioning. Instead, lower social engagement appears to be an important correlate of less advanced pretend skills, with implications for understanding the early development of children with ASD and for early intervention.
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