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首页> 外文学位 >The effect of teaching attending to a face on joint attention skills in children with an autism spectrum disorder.
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The effect of teaching attending to a face on joint attention skills in children with an autism spectrum disorder.

机译：自闭症谱系障碍儿童的面部护理教学对联合注意技能的影响。

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摘要

Autism spectrum disorders are characterized in terms of behavioral deficits in areas of social behavior and language development. A failure to attend to the faces of others is the single best discriminator between 1-year-old children later diagnosed with an autism spectrum disorder (ASD) and those with typical development. Attending to the face of another provides the opportunity for episodes of attention sharing and is important to the development of communication, joint attention, and social behavior. A more advanced form of attending to a face is joint attention which has been defined as the ability to coordinate attention between an object and a person in a social context and is often regarded as an important developmental milestone. Since children with an ASD typically do not attend to the faces of others, they do not obtain social information provided by the faces of others, as in for example joint attention. Impairments in joint attention are also among the earliest signs of an ASD and, as such, play a crucial role in understanding the deficits in the area of social behavior that accompany the disorder. The current study examined the effects of teaching attending to a face to three children with an ASD aged 26 to 30 months. Results indicated that all three participants demonstrated an increase in attending-to-a-face and following gaze/head-turn behavior during treatment. This increase was also evident in generalization measures, which took place with novel stimuli, after treatment demonstrating that the program implemented for generalization across stimuli was effective.
机译：自闭症谱系障碍的特征在于社交行为和语言发展方面的行为缺陷。未能与他人面对面是识别出自闭症谱系障碍（ASD）的1岁儿童与典型发育儿童的最佳区分。面对另一个人的脸提供了注意力共享事件的机会，这对于交流，共同关注和社交行为的发展很重要。更加关注人脸的一种形式是联合注意力，它被定义为在社交环境中协调物体和人之间注意力的能力，通常被认为是重要的发展里程碑。由于患有ASD的儿童通常不会照看他人的面孔，因此他们不会获得他人面孔提供的社交信息，例如在共同注意的情况下。共同注意的障碍也是ASD的最早征兆，因此，在理解伴随该障碍的社会行为领域的缺陷方面起着至关重要的作用。当前的研究检查了对三名年龄在26至30个月的ASD儿童进行面部护理的教学效果。结果表明，所有三名参与者在治疗过程中面对面部和跟随凝视/转头的行为均增加了。这种增加在通过新刺激进行的泛化措施中也很明显，这种措施在治疗后证明了为跨刺激进行泛化的程序是有效的。

著录项

  • 作者

    Rovito Gomez, Tina.;

  • 作者单位

    City University of New York.;

  • 授予单位 City University of New York.;
  • 学科 Psychology Behavioral.;Education Special.;Education Educational Psychology.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 111 p.
  • 总页数 111
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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