Joint Attention Revisited: Finding Strengths among Children with Autism

Autor/inn/en	Hurwitz, Sarah; Watson, Linda R.
Titel	Joint Attention Revisited: Finding Strengths among Children with Autism
Quelle	In: Autism: The International Journal of Research and Practice, 20 (2016) 5, S.538-550 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361315593536
Schlagwörter	Autism; Attention; Young Children; Developmental Delays; Matched Groups; Mental Age; Age Differences; Video Technology; Incidence; Protocol Analysis; Eye Movements; Nonverbal Communication; Affective Behavior; Pervasive Developmental Disorders; Child Language; Ability Identification; Scores; Diagnostic Tests; Observation; Rating Scales; Cognitive Ability; Motor Development; Statistical Analysis; Autism Diagnostic Observation Schedule; Childhood Autism Rating Scale; Mullen Scales of Early Learning; Preschool Language Scale + Suchen Sie Ihr Suchwort? Autismus; Aufmerksamkeit; Frühe Kindheit; Entwicklungsverzögerung; Geistige Beweglichkeit; Age; Difference; Age difference; Altersunterschied; Vorkommen; Augenbewegung; Non-verbal communication; Nonverbale Kommunikation; Affective disturbance; Active behaviour; Affektive Störung; 'Children''s language'; Kindersprache; Diagnostic test; Diagnostischer Test; Beobachtung; Rating-Skala; Denkfähigkeit; Motorische Entwicklung; Statistische Analyse
Abstract	Differences in joint attention are prominent for some children with autism and are often used as an indicator of the disorder. This study examined the joint attention competencies of young children with autism who demonstrated joint attention ability and compared them to children with developmental delays. A total of 40 children with autism and developmental delays were matched pairwise based on mental and chronological age. Videos of children engaging in play were coded for the frequency and forms (eye contact, gestures, affect, etc.) of joint attention. Additionally, concurrent language was compared among children with autism (N = 32) by their joint attention ability. Children with autism spectrum disorder entered into joint attention significantly less often than children with developmental delays, but once engaged used the forms of joint attention similarly. For the matched pairs, there were no differences in language, but the children with autism who used joint attention had significantly better language than children with autism who did not (even after controlling for mental age). There is a group of young children with autism who can use joint attention but do so at lower frequencies than children with developmental delays. Possible reasons include difficulty disengaging attention and limited intrinsic social motivation to share. Adult persistence is recommended to encourage joint attention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01