Joint attention and early social communication: Implications for research on intervention with autism
Joint attention and early social communication: Implications for research on intervention with autism
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DOI：
10.1023/a:1025802832021
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发表时间：
1997-12-01
影响因子：
3.9
通讯作者：
Crowson, M
中科院分区：
文献类型：
--
作者：
Mundy, P;Crowson, M
高度结构化的强化早期干预可能会导致许多自闭症儿童的显着发展收益然而，早期干预效果的明确理解，目前可能会受到缺乏精确的结果测量。为了提高结果评估的准确性和敏感性，将自闭症社会障碍的性质研究与早期干预研究相结合可能是有用的。在这方面，它可能是非语言的社会沟通技能的措施是特别重要的学前干预计划的研究。这是因为这些措施似乎挖掘到自闭症的早期社会障碍的一个重要组成部分，因为这些措施已直接关系到神经认知和情感过程，可能发挥作用，在自闭症的研究和理论，支持这些类型的措施的潜在效用的早期干预研究进行审查。提供的例子来说明这些类型的措施可能有助于解决当前的问题和假设与自闭症的早期干预，包括“恢复假说”的“关键技能假说”，和相对有效性的离散试验与附带学习的方法，早期干预。一个控制论模型的自闭症也简要介绍了努力更好地了解一个潜在的组成部分，早期心理教育治疗效果与自闭症儿童。
Highly structured intensive early intervention may lead to significant developmental gains for many children with autism However, a clear understanding of early intervention effects may currently be hampered by a lack of precision in outcome measurement. To improve the precision and sensitivity of outcome assessment if may be useful to integrate research on the nature of the social disturbance of autism with research on early intervention. In this regard it may be that measures of nonverbal social communication skills are especially important in the study of preschool intervention programs. This is because these measures appear to tap into a cardinal component of the early social disturbance of autism, and because these measures have been directly related to neurological cognitive, and affective processes that may play a role in autism The research and theory that support the potential utility of these types of measures for early intervention research are reviewed. Examples are provided to illustrate how these types of measures may assist in addressing current issues and hypotheses about early intervention with autism including the "recovery hypothesis" the "pivotal skill hypothesis," and the relative effectiveness of discrete trial versus incidental learning approaches to early intervention. A cybernetic model of autism is also briefly described in an effort to better understand one potential component of early psychoeducational treatment effects with children with autism.