Joint Engagement and the Emergence of Language in Children with Autism and Down Syndrome

Autor/inn/en	Adamson, Lauren B.; Bakeman, Roger; Deckner, Deborah F.; Romski, MaryAnn
Titel	Joint Engagement and the Emergence of Language in Children with Autism and Down Syndrome
Quelle	In: Journal of Autism and Developmental Disorders, 39 (2009) 1, S.84-96 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-008-0601-7
Schlagwörter	Autism; Caregivers; Down Syndrome; Receptive Language; Longitudinal Studies; Language Acquisition; Pervasive Developmental Disorders; Observation; Attention; Toddlers; Outcomes of Education; Child Caregivers; Parent Child Relationship; Learner Engagement + Suchen Sie Ihr Suchwort? Autismus; Caregiver; Carer; Betreuungsperson; Pfleger; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Rezeptive Kommunikationsfähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sprachaneignung; Spracherwerb; Beobachtung; Aufmerksamkeit; Infant; Infants; Toddler; Kleinkind; Lernleistung; Schulerfolg; Caregivers; Child; Children; Kinderbetreuung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	Systematic longitudinal observations were made as typically developing toddlers and young children with autism and with Down syndrome interacted with their caregivers in order to document how joint engagement developed over a year-long period and how variations in joint engagement experiences predicted language outcome. Children with autism displayed a persistent deficit in coordinated joint attention; children with Down syndrome were significantly less able to infuse symbols into joint engagement. For all groups, variations in amount of symbol-infused supported joint engagement, a state in which the child attended to a shared object and to language but not actively to the partner, contributed to differences in expressive and receptive language outcome, over and above initial language capacity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10