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首页> 外文期刊>Journal of Autism and Developmental Disorders >Play and Joint Attention of Children with Autism in the Preschool Special Education Classroom
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Play and Joint Attention of Children with Autism in the Preschool Special Education Classroom

机译：学前特殊教育课堂中自闭症儿童的游戏和共同注意

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The purpose of this study was to examine play and joint attention in children with autism (n=27) as compared to children with other developmental delays (n=28) in public preschool special education classrooms. The participants were observed in their classroom environment for 2 h over 3 separate days. Results show that children with autism spent more of their time unengaged and less time engaged in symbolic play and joint attention behaviors as compared to children with other developmental delays. Additionally, teachers seldom focused directly on symbolic play and joint attention in their teaching. These findings suggest the importance of educating teachers to target play and joint attention skills in their preschool special education classes, specifically for children with autism.
机译：这项研究的目的是检查与自闭症儿童（n = 27）相比，在公共学龄前特殊教育教室中具有其他发育迟缓的儿童（n = 28）的游戏和共同注意。在3天中分别在教室环境中观察参与者2小时。结果表明，与其他发育迟缓儿童相比，自闭症儿童的闲暇时间更多，参与象征性游戏和共同注意行为的时间更少。此外，在教学中，教师很少直接关注象征性游戏和共同关注。这些发现表明，教育老师在学前特殊教育班级中，特别是针对自闭症儿童，要以游戏和共同注意技能为目标是很重要的。

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