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首页> 外文期刊>Journal of abnormal child psychology >The Behaviour of Young Children with Social Communication Disorders During Dyadic Interaction with Peers
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The Behaviour of Young Children with Social Communication Disorders During Dyadic Interaction with Peers

机译：与同伴二元互动中社交交往障碍的幼儿的行为

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Children with social communication disorders are known to experience more problematic peer relations than typically-developing children. However, detailed observation of their behaviour and communication during interaction with peers has not previously been undertaken. Microanalytic observational methods were used to analyse the audio-taped interaction of children (N=112) selected from mainstream schools (ages 5-6 years-old) on a computerised dyadic collaborative task. Comparisons were made between children with average-to-high- and low-pragmatic language skill as measured by the Test of Pragmatic Skills. Dyads were composed of an average-to-high-skilled child plus a lowskilled child (32 dyads), or of two average-to-high-skilled children (24 dyads). Consistently with their pragmatic language scores, low-skilled children were more likely to ignore other children's questions and requests than were average-tohigh- skilled children. When average-to-high-skilled children worked with low-skilled children, as opposed to with other average-to-high-skilled children, they showed some sensitivity and adaptation to these children's difficulties; they used significantly more directives, clarification and provided more information. However, there was a cost in terms of the emotional tone of these interactions; when working with low-skilled children, the average-to-high-skilled children expressed considerably more negative feelings towards their partners than with another average-to-high-skilled child. In conclusion, observation of the interaction of average-tohigh- and low-skilled children suggests promise for peerassisted interventions and specifies which communicative behaviours could be targeted. However, care should be taken to manage the affective climate of these interactions for the benefit of all children involved.
机译：已知社会交往障碍的孩子比同伴发育的孩子经历更多的同伴关系问题。但是，以前尚未进行过与同伴互动期间对其行为和交流的详细观察。微观分析观察方法用于分析从主流学校（5-6岁）中选择的儿童（N = 112）在计算机化的二元协作任务上的录音互动。根据实用技能测验，对具有中等至高和低实用语言能力的孩子进行了比较。双胞胎由一个普通至高技能儿童加一个低技能儿童（32个双胞胎），或两个平均至高技能儿童（24个双胞胎）组成。与他们的务实语言得分一致，低技能儿童比普通至高技能儿童更容易忽略其他儿童的问题和要求。当中等至高技能儿童与低技能儿童一起工作时，与其他中等至高技能儿童相反，他们对这些儿童的困难表现出一定的敏感性和适应性。他们使用了更多的指令，说明并提供了更多信息。但是，就这些互动的情感基调而言，这是有代价的。与低技能的孩子一起工作时，与另一个高技能的孩子相比，高技能的孩子对伴侣的负面情绪要明显得多。总之，对中等至高技能儿童与低技能儿童互动的观察表明，有可能在同伴协助下进行干预，并指明了可以针对哪些沟通行为。但是，应注意管理这些互动的情感气氛，以使所有参与的儿童受益。

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