A Cross-Sectional Study of Shared Attention by Children with Autism and Typically Developing Children in an Inclusive Preschool Setting

Autor/inn/en	Rice, Catherine E.; Adamson, Lauren B.; Winner, Ellen; McGee, Gail G.
Titel	A Cross-Sectional Study of Shared Attention by Children with Autism and Typically Developing Children in an Inclusive Preschool Setting
Quelle	In: Topics in Language Disorders, 36 (2016) 3, S.245-265 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-8294
DOI	10.1097/TLD.0000000000000099
Schlagwörter	Preschool Children; Autism; Attention; Preschool Education; Inclusion; Child Development; Interpersonal Relationship; Case Studies; Pervasive Developmental Disorders + 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; Inklusion; Kindesentwicklung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Case study; Fallstudie; Case Study
Abstract	This study examined the ways in which young children with autism and typical children focus their engagement with objects and people (peers and adults) in an inclusive preschool setting. A cross-sectional analysis was conducted of 30 typical children and 30 children with autism, with 10 different children from each group at 3 different ages (2, 3, and 4 years), interacting with both adults and peers available as partners. By the age of 3 years, typically developing children engaged in coordinated joint attention (CJA) with others at a stable rate. At 4 years, children with autism exhibited more sharing attention to objects and events with others compared with groups with autism at 2 and 3 years. However, episodes of shared engagement remained low, and joint engagement involved more episodes of supported joint engagement compared to typical peers, with an adult as their primary partner. Typical children at 4 years of age showed a trend toward increasing their shared attention with peers. Individual children in both groups had a great deal of variability in their joint engagement with others. Children with autism were much less likely to initiate joint episodes and were much more likely to engage in a joint state for instrumental purposes than were their typical peers. These patterns of engagement are likely to have significant impact on the learning opportunities available to these groups of children. (As Provided).
Anmerkungen	Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: http://www.lww.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01