Brief Report: Pointing Cues Facilitate Word Learning in Children with Autism Spectrum Disorder

Autor/inn/en	Akechi, Hironori; Kikuchi, Yukiko; Tojo, Yoshikuni; Osanai, Hiroo; Hasegawa, Toshikazu
Titel	Brief Report: Pointing Cues Facilitate Word Learning in Children with Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 43 (2013) 1, S.230-235 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-012-1555-3
Schlagwörter	Autism; Cues; Nonverbal Communication; Vocabulary Development; Novelty (Stimulus Dimension); Eye Movements; Children; Preadolescents; Word Recognition + Suchen Sie Ihr Suchwort? Autismus; Stichwort; Non-verbal communication; Nonverbale Kommunikation; Wortschatzarbeit; Augenbewegung; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Worterkennung
Abstract	Children with autism spectrum disorder (ASD) reportedly have difficulty associating novel words to an object via the speaker's gaze. It has also been suggested that their performance is related to their gaze duration on the object and improves when the object moves and becomes more salient. However, there is a possibility that they have only relied on the object's movement and have not referenced the speaker's cue (i.e. gaze direction). The current study with children with ASD and typically developing children aged 6-11 years demonstrated that adding another speaker's cue (i.e. pointing) improves the performance of children with ASD. This suggests that additional speaker's cues may help referential word learning in children with ASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10