Relations Among Joint Attention, Amount of Intervention and Language Gain in Autism

被引：0
作者：
Michael A. Bono
Tamara Daley
Marian Sigman
机构：
[1] Evaluation and Quality Assurance Division,Los Angeles County Department of Public Social Services Research
[2] UCLA Neuropsychiatric Institute,Division of Child & Adolescent Psychiatry
来源：
Journal of Autism and Developmental Disorders | 2004年 / 34卷
关键词：
Autism; attention; language development; intervention;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
The purpose of the present study was to investigate the unconditional and conditional relations between amount of intervention and language development in children with autism. Joint attention skills were proposed as child characteristics that might moderate this relation. The results replicated previous findings that better joint attention skills were associated with greater language development. The results further indicated that the relation between amount of intervention and gain in language age was conditional; it depended upon the child's ability to respond to bids for joint attention from others and initial language skills. The current study demonstrated the utility of employing characteristics of children as moderators of relations between interventions and developmental outcomes.
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页码：495 / 505
页数：10
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