Brief report: longitudinal improvements in the quality of joint attention in preschool children with autism.
Brief report: longitudinal improvements in the quality of joint attention in preschool children with autism.
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简要报告：学龄前自闭症儿童共同注意力质量的纵向改善。
DOI：
10.1007/s10803-011-1231-z
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发表时间：
2012
影响因子：
3.9
通讯作者：
Kasari,Connie
中科院分区：
文献类型：
--
作者：
Lawton,Kathy;Kasari,Connie
自闭症儿童在共同注意的数量和质量上都存在缺陷。早期的自闭症干预研究很少记录联合注意力质量的改善。这项研究的目的是确定自闭症学龄前儿童的联合注意质量是否发生了变化，这些儿童被随机分为联合注意干预组、象征性游戏干预组和对照组。质量被定义为共同注意过程中共享的积极影响，以及共同注意过程中共享的积极影响和话语。两种类型的联合注意质量都存在群体和时间的交互作用。在跟踪访问中，联合注意和象征性游戏干预组比控制组产生了更多的这两种类型的联合注意质量。
Children with autism exhibit deficits in their quantity and quality of joint attention. Early autism intervention studies rarely document improvement in joint attention quality. The purpose of this study was to determine whether there was a change in joint attention quality for preschoolers with autism who were randomized to a joint attention intervention, symbolic play intervention, or a control group. Quality was defined as shared positive affect during joint attention as well as shared positive affect and utterances during joint attention. Interactions of group and time were found for both types of joint attention quality. During the follow up visits, the joint attention and symbolic play intervention groups produced more of these two types of joint attention quality than the control group.