Social attention in a virtual public speaking task in higher functioning children with autism.
Social attention in a virtual public speaking task in higher functioning children with autism.
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DOI：
10.1002/aur.1302
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发表时间：
2013-10
期刊：
影响因子：
4.7
通讯作者：
Swain, Lindsay
中科院分区：
文献类型：
--
作者：
Jarrold, William;Mundy, Peter;Gwaltney, Mary;Bailenson, Jeremy;Hatt, Naomi;McIntyre, Nancy;Kim, Kwanguk;Solomon, Marjorie;Novotny, Stephanie;Swain, Lindsay
社会注意力的障碍在自闭症中起着重要作用，但人们对他们在学前教育后的发展中的作用知之甚少。在这项研究中，公开演讲任务被用来研究社会关注，其主持人，其与小学和中学的课堂学习与高功能自闭症谱系障碍（HFASD）。在虚拟课堂公开演讲范例中，对37名HFASD学生和54名年龄和智商匹配的没有ASD症状的同龄人进行了评估。这个范例评估了在回答自我参考问题的同时，关注坐在桌子旁的9个化身同伴的能力。HFASD的学生在教室里说话时不太经常看化身同伴。然而，在HFASD样本中，社会注意力是适度的，例如智商较低的学生，和/或更多的社交焦虑症状，和/或更多的ADHD疏忽症状，表现出更多的非典型社会注意力。当教室中包含社交化身与非社交目标时，群体差异更为明显。此外，社会关注的措施，而不是非社会关注显着相关的家长报告和客观措施的学习在课堂上。本研究的数据支持ASD社会注意力模型的假设，即社会注意力障碍仍然是自闭症学龄期表型的一部分，与社会学习中的综合征特异性问题有关。更多的这类研究可能会有助于进一步了解自闭症的发展和对受影响学龄儿童的教育干预方法。
Impairments in social attention play a major role in autism, but little is known about their role in development after preschool. In this study a public speaking task was used to study social attention, its moderators, and its association with classroom learning in elementary and secondary students with higher functioning Autism Spectrum Disorder (HFASD). Thirty-seven students with HFASD and 54 age and IQ-matched peers without symptoms of ASD were assessed in a virtual classroom public speaking paradigm. This paradigm assessed the ability to attend to 9 avatar peers seated at a table, while simultaneously answering self-referenced questions. Students with HFASD looked less frequently to avatar peers in the classroom while talking. However, social attention was moderated in the HFASD sample such that students with lower IQ, and/or more symptoms of social anxiety, and/or more ADHD Inattentive symptoms, displayed more atypical social attention. Group differences were more pronounced when the classroom contained social avatars versus non-social targets. Moreover, measures of social attention rather than non-social attention were significantly associated with parent report and objective measures of learning in the classroom. The data in this study supports the hypothesis of the Social Attention Model of ASD that social attention disturbance remains part of the school-aged phenotype of autism that is related to syndrome specific problems in social learning. More research of this kind would likely contribute to advances in the understanding of the development of autism and educational intervention approaches for affected school-aged children.
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影响因子：
3.9
作者：
Kandalaft MR;Didehbani N;Krawczyk DC;Allen TT;Chapman SB
通讯作者：
Chapman SB
DOI：
10.1111/j.1469-7610.2007.01762.x
发表时间：
2007-09-01
影响因子：
7.6
作者：
Corsello, Christina;Hus, Vanessa;Lord, Catherine
通讯作者：
Lord, Catherine
影响因子：
7.4
作者：
Anderson, PL;Zimand, E;Rothbaum, BO
通讯作者：
Rothbaum, BO
影响因子：
3.8
作者：
Bailenson, Jeremy N.;Yee, Nick;Jin, Michael
通讯作者：
Jin, Michael
影响因子：
2.5
作者：
Elison JT;Sasson NJ;Turner-Brown LM;Dichter G;Bodfish JW
通讯作者：
Bodfish JW