Association of Turn-Taking Functions with Joint Attention in Toddlers with Autism

Autor/inn/en	Lee, Kwangwon; Schertz, Hannah H.
Titel	Association of Turn-Taking Functions with Joint Attention in Toddlers with Autism
Quelle	In: Autism: The International Journal of Research and Practice, 26 (2022) 5, S.1070-1081 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Kwangwon) ORCID (Schertz, Hannah H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613211039945
Schlagwörter	Toddlers; Autism Spectrum Disorders; Interaction; Attention; Intervention; Social Influences; Motivation; Correlation; Nonverbal Communication; Interpersonal Communication; Individual Characteristics; Diagnostic Tests; Observation; Pervasive Developmental Disorders; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Autism; Autismus; Interaktion; Aufmerksamkeit; Sozialer Einfluss; psychologische; Motivation (psychologisch); Korrelation; Non-verbal communication; Nonverbale Kommunikation; Interpersonale Kommunikation; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Diagnostic test; Diagnostischer Test; Beobachtung
Abstract	Nonverbal turn taking, defined as back-and-forth exchanges, may be used to convey instrumental or social intent. It has been theorized that social turn taking is foundational to joint attention and, as such, it has been incorporated as a component of early interventions for children with autism, who often have challenges in joint attention competency. The purpose of this study was to analyze the relationships between two turn-taking functions and joint attention as observed during interactions between 20 toddlers with autism who received intervention and their caregivers. It was hypothesized that socially driven turn taking would be positively related to joint attention, but instrumentally motivated turn taking would not. Video analysis revealed a positive relationship between social turn taking and joint attention, but not between instrumental turn taking and joint attention. While not causal, the findings support the promotion of social content in intervention and the concept that social turn taking may be a precursory competency to joint attention. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01