Joint Engagement and the Emergence of Language in Children with Autism and Down Syndrome
Joint Engagement and the Emergence of Language in Children with Autism and Down Syndrome
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DOI：
10.1007/s10803-008-0601-7
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发表时间：
2009-01-01
影响因子：
3.9
通讯作者：
Romski, MaryAnn
中科院分区：
文献类型：
--
作者：
Adamson, Lauren B.;Bakeman, Roger;Romski, MaryAnn
系统地纵向观察了典型的发育中的幼儿和患有自闭症和唐氏综合症的儿童与他们的照顾者的互动，以记录联合参与是如何在长达一年的时间里发展起来的，以及联合参与经验的变化如何预测语言结果。自闭症儿童在协调联合注意力方面表现出持续的缺陷；唐氏综合症儿童在联合参与中注入符号的能力明显降低。对于所有组来说，不同的符号灌输量支持联合参与，即儿童关注共享对象和语言但不积极地关注伴侣的状态，这导致了表达和接受语言结果的差异，超过了最初的语言能力。
Systematic longitudinal observations were made as typically developing toddlers and young children with autism and with Down syndrome interacted with their caregivers in order to document how joint engagement developed over a year-long period and how variations in joint engagement experiences predicted language outcome. Children with autism displayed a persistent deficit in coordinated joint attention; children with Down syndrome were significantly less able to infuse symbols into joint engagement. For all groups, variations in amount of symbol-infused supported joint engagement, a state in which the child attended to a shared object and to language but not actively to the partner, contributed to differences in expressive and receptive language outcome, over and above initial language capacity.