Bono Michael A, Daley L Tamara, Sigman Marian
Los Angles County Department of Public Social Services Research, Evaluation and Quality Assurance Division, West Annex City of Industry, CA 91746-3411, USA.
J Autism Dev Disord. 2004 Oct;34(5):495-505. doi: 10.1007/s10803-004-2545-x.
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.
本研究的目的是调查自闭症儿童干预量与语言发展之间的无条件和条件关系。联合注意技能被认为是可能调节这种关系的儿童特征。研究结果重复了先前的发现，即更好的联合注意技能与更大的语言发展相关。结果还进一步表明，干预量与语言年龄增长之间的关系是有条件的；它取决于儿童回应他人联合注意请求的能力和初始语言技能。当前研究证明了利用儿童特征作为干预与发展结果之间关系的调节因素的效用。
