The Relationship Between Joint Attention and Language in Children With Autism Spectrum Disorders

被引：53

作者：

Murray, Donna S. ^{[1
]}

Creaghead, Nancy A. ^{[2
]}

Manning-Courtney, Patricia ^{[3
]}

Shear, Paula K.

Bean, Judy

Prendeville, Jo-Anne

机构：

[1] Univ Cincinnati, Cincinnati Childrens Hosp, Med Ctr, Cincinnati, OH 45221 USA

[2] Univ Cincinnati, Dept Commun Sci & Disorders, Cincinnati, OH 45221 USA

[3] Cincinnati Childrens Hosp, Med Ctr, Kelly OLeary Ctr Autism Spectrum Disorders, Cincinnati, OH USA

来源：

FOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES | 2008年 / 23卷 / 01期

关键词：

joint attention; communication; autism spectrum disorders; language;

D O I：

10.1177/1088357607311443

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The relationship between initiation of and response to joint attention and components of receptive and expressive language in 20 children with autism between the ages of 3 and 5 years were examined. Receptive language skills were assessed using the Mullen Scales of Early Learning (MSEL). Expressive language skills were evaluated by examining Mean Length of Utterance and Type Token Ratio. These variables, along with data on responses to joint attention bids and initiation of joint attention were analyzed using Spearman calculations. The ability to respond to the joint attention bids of others was positively correlated with receptive language scores on the MSEL and mean length of utterance in children with autism. There was no relationship between the ability to initiate joint attention and the selected components of language examined.

引用

页码：5 / 14

页数：10

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