Brief Report: Longitudinal Improvements in the Quality of Joint Attention in Preschool Children with Autism

Autor/inn/en	Lawton, Kathy; Kasari, Connie
Titel	Brief Report: Longitudinal Improvements in the Quality of Joint Attention in Preschool Children with Autism
Quelle	In: Journal of Autism and Developmental Disorders, 42 (2012) 2, S.307-312 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-011-1231-z
Schlagwörter	Control Groups; Play; Early Intervention; Autism; Preschool Children; Attention Span; Affective Behavior; Interaction; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Spiel; Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Affective disturbance; Active behaviour; Affektive Störung; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Children with autism exhibit deficits in their quantity and quality of joint attention. Early autism intervention studies rarely document improvement in joint attention quality. The purpose of this study was to determine whether there was a change in joint attention quality for preschoolers with autism who were randomized to a joint attention intervention, symbolic play intervention, or a control group. Quality was defined as shared positive affect during joint attention as well as shared positive affect and utterances during joint attention. Interactions of group and time were found for both types of joint attention quality. During the follow up visits, the joint attention and symbolic play intervention groups produced more of these two types of joint attention quality than the control group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10