School of Education, Bar Ilan University, 52900, Ramat-Gan, Israel.
J Autism Dev Disord. 2012 Sep;42(9):1984-97. doi: 10.1007/s10803-012-1447-6.
Collaborative problem solving (CPS) requires sharing goals/attention and coordinating actions-all deficient in HFASD. Group differences were examined in CPS (HFASD/typical), with a friend versus with a non-friend. Participants included 28 HFASD and 30 typical children aged 3-6 years and their 58 friends and 58 non-friends. Groups were matched on CA, MA, IQ, and maternal education. The CPS task was placing pairs of blocks to balance scales. HFASD preschoolers solved the problem slower, showed more irrelevant behaviors, shared less, and used fewer coordinative gestures than TYP. But they were more responsive and had more fun with friends versus non-friends. In addition, they solved the problem more efficiently during their second attempt. Implications are discussed, regarding the social deficit of HFASD.
协作问题解决（CPS）需要分享目标/注意力并协调行动——这在 HFASD 中都存在缺陷。本研究考察了 CPS（HFASD/典型）中，与朋友和非朋友一起完成任务时的差异。参与者包括 28 名 HFASD 儿童和 30 名典型儿童，年龄为 3-6 岁，以及他们的 58 名朋友和 58 名非朋友。各组在 CA、MA、智商和母亲教育方面匹配。CPS 任务是将一对积木放在天平上以达到平衡。HFASD 学龄前儿童解决问题的速度较慢，表现出更多无关行为，分享较少，协调手势较少，而 TYP 则较多。但是，他们与朋友相比，与非朋友相比，更有反应性，更有趣。此外，他们在第二次尝试时更有效地解决了问题。讨论了 HFASD 的社会缺陷的相关影响。
