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Autor/inn/enKimhi, Yael; Bauminger-Zviely, Nirit
TitelCollaborative Problem Solving in Young Typical Development and HFASD
QuelleIn: Journal of Autism and Developmental Disorders, 42 (2012) 9, S.1984-1997 (14 Seiten)
PDF als Volltext Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0162-3257
DOI10.1007/s10803-012-1447-6
SchlagwörterProblem Solving; Thinking Skills; Cognitive Development; Cooperation; Preschool Children; Mothers; Educational Attainment; Intelligence; Nonverbal Communication; Interpersonal Competence; Autism; Pervasive Developmental Disorders
AbstractCollaborative problem solving (CPS) requires sharing goals/attention and coordinating actions--all deficient in HFASD. Group differences were examined in CPS (HFASD/typical), with a friend versus with a non-friend. Participants included 28 HFASD and 30 typical children aged 3-6 years and their 58 friends and 58 non-friends. Groups were matched on CA, MA, IQ, and maternal education. The CPS task was placing pairs of blocks to balance scales. HFASD preschoolers solved the problem slower, showed more irrelevant behaviors, shared less, and used fewer coordinative gestures than TYP. But they were more responsive and had more fun with friends versus non-friends. In addition, they solved the problem more efficiently during their second attempt. Implications are discussed, regarding the social deficit of HFASD. (As Provided).
AnmerkungenSpringer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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