Difficulties in spontaneously performing level 2 perspective-taking skills in children with autism spectrum disorder
Difficulties in spontaneously performing level 2 perspective-taking skills in children with autism spectrum disorder
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DOI：
10.1108/aia-09-2018-0028
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发表时间：
2019-09-26
影响因子：
1.2
通讯作者：
Noro, Fumiyuki
中科院分区：
文献类型：
--
作者：
Asaoka, Hiroshi;Takahashi, Tomoya;Noro, Fumiyuki
目的探讨自闭症谱系障碍（ASD）儿童在完成任务时，为什么更倾向于从自己的角度进行反应。作者研究了观点外显性对6 ~ 8岁ASD儿童自发第2级观点采择技能的影响。设计/方法/方式-作者进行了视觉透视任务，明确和隐含的指示的观点要使用。参与者在地图上操作一辆玩具车，同时听实验者的指示。在内隐条件下，当实验者在每个十字路口说“右转/左转”时，参与者相应地移动汽车。随后，在显式条件下，实验者在每个十字路口说“从驾驶员的角度看，向左/向右拐”。结果在内隐条件下，作者没有观察到一个明确的发展变化，在ASD组的6岁和8岁的儿童之间的性能。相比之下，在ASD组的性能改善下，相对于内隐条件下的外显条件。独创性/价值-结果表明，6 - 8岁的ASD儿童往往不会自发地使用2级观点采择技能。因此，应明确指导ASD儿童的观点。此外，在内隐条件下进行训练，鼓励学生自发地从自我视角转换到他人视角也很重要。
Purpose The purpose of this paper is to investigate why children with autism spectrum disorder (ASD) tend to respond to tasks from their own perspective. The authors investigated the effects of explicitness of viewpoint on performance of spontaneous level 2 perspective-taking skills in six- to eight-year-old children with ASD. Design/methodology/approach The authors conducted visual perspective-taking tasks with explicit and implicit instructions about the viewpoint to be used. Participants operated a toy car on a map while listening to the experimenter's instructions. In the implicit condition, when the experimenter said "Turn right/left" at each intersection, the participants moved the car accordingly. Subsequently, in the explicit condition, the experimenter said "Look from the driver's viewpoint and turn right/left" at each intersection. Findings In the implicit condition, the authors did not observe a clear developmental change in performance between six- and eight-year-old children in the ASD group. In contrast, performance in the ASD group improved under the explicit condition relative to that under the implicit condition. Originality/value The results suggest six- to eight-year-old children with ASD tend not to spontaneously use level 2 perspective-taking skills. Therefore, viewpoints should be explicitly instructed to children with ASD. In addition, it is also important to implement training to encourage spontaneous transitions from self-perspective to other-perspective under the implicit condition.