Dyadic Orienting and Joint Attention in Preschool Children with Autism

Autor/inn/en	Leekam, Susan R.; Ramsden, Christopher A. H.
Titel	Dyadic Orienting and Joint Attention in Preschool Children with Autism
Quelle	In: Journal of Autism and Developmental Disorders, 36 (2006) 2, S.185-197 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-005-0054-1
Schlagwörter	Preschool Children; Autism; Developmental Delays; Responses; Language Skills; Nonverbal Ability; Attention; Interpersonal Competence; Observation + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Entwicklungsverzögerung; Language skill; Sprachkompetenz; Aufmerksamkeit; Interpersonale Kompetenz; Beobachtung
Abstract	Acts of dyadic orienting (responses to attention bids by a researcher) and acts of joint attention (e.g. pointing and showing behaviors) were observed in preschool children with autism and children with developmental delay. Children with autism responded to fewer adult vocal and non-vocal attention bids that were made singly and by combining modalities (e.g. name call plus touch). Sensitivity in dyadic orienting was significantly related to child-initiated acts of joint attention (IJA). Sensitivity to dyadic orienting was also significantly related to language and non-verbal ability. These findings indicate that dyadic orienting difficulties are found alongside triadic joint attention difficulties in children with autism. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10