Temporal Coordination of Joint Attention Behavior in Preschoolers with Autism Spectrum Disorder

Autor/inn/en	Warreyn, Petra; Roeyers, Herbert; Van Wetswinkel, Ulla; De Groote, Isabel
Titel	Temporal Coordination of Joint Attention Behavior in Preschoolers with Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 37 (2007) 3, S.501-512 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-006-0184-0
Schlagwörter	Preschool Children; Control Groups; Autism; Comparative Analysis; Pervasive Developmental Disorders; Attention; Nonverbal Communication; Communication Skills; Parent Child Relationship; Mothers; Behavior Disorders; Visual Stimuli; Interpersonal Communication + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Aufmerksamkeit; Non-verbal communication; Nonverbale Kommunikation; Kommunikationsstil; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Interpersonale Kommunikation
Abstract	The current study investigated initiating and following declarative joint attention, and initiating requesting joint attention in a group of preschool children with autism spectrum disorder (ASD) and an age-matched control group. Different forms of joint attention were elicited while children interacted with their mothers. Temporal coordination of the children's joint attention behavior was examined using three levels of coding. Children with ASD showed less but similar requesting abilities and slower point following combined with an abnormal behavioral pattern of looking at the other person's pointing finger instead of the object pointed at. Initiating declarative behavior was qualitatively and quantitatively different, characterized by isolated instances of communication instead of a fluent shift of attention between object and person. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10