Social Attention, Joint Attention and Sustained Attention in Autism Spectrum Disorder and Williams Syndrome: Convergences and Divergences

Autor/inn/en	Vivanti, Giacomo; Fanning, Peter A. J.; Hocking, Darren R.; Sievers, Stephanie; Dissanayake, Cheryl
Titel	Social Attention, Joint Attention and Sustained Attention in Autism Spectrum Disorder and Williams Syndrome: Convergences and Divergences
Quelle	In: Journal of Autism and Developmental Disorders, 47 (2017) 6, S.1866-1877 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vivanti, Giacomo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-017-3106-4
Schlagwörter	Autism; Pervasive Developmental Disorders; Genetic Disorders; Eye Movements; Attention; Preschool Children; Comparative Analysis; Interpersonal Competence; Symptoms (Individual Disorders); Social Influences; Stimuli + Suchen Sie Ihr Suchwort? Autismus; Augenbewegung; Aufmerksamkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kompetenz; Psychiatrische Symptomatik; Sozialer Einfluss; Anreizsystem
Abstract	There is limited knowledge on shared and syndrome-specific attentional profiles in autism spectrum disorder (ASD) and Williams syndrome (WS). Using eye-tracking, we examined attentional profiles of 35 preschoolers with ASD, 22 preschoolers with WS and 20 typically developing children across social and non-social dimensions of attention. Children with ASD and those with WS presented with overlapping deficits in spontaneous visual engagement with the target of others' attention and in sustained attention. Children with ASD showed syndrome-specific abnormalities in monitoring and following a person's referential gaze, as well as a lack of preferential attention to social stimuli. Children with ASD and WS present with shared as well as syndrome-specific abnormalities across social and non-social dimensions of attention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01