Institute for Health Research, University of Bedfordshire, Hitchin Road, Luton, Bedfordshire, LU2 8LE, UK,
J Abnorm Child Psychol. 2014 Feb;42(2):277-89. doi: 10.1007/s10802-013-9772-6.
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. Micro-analytic 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 low-skilled 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-to-high-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-to-high- and low-skilled children suggests promise for peer-assisted 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.
患有社交沟通障碍的儿童被认为比正常发育的儿童有更多的问题同伴关系。然而，他们在与同伴互动时的行为和沟通还没有进行过详细的观察。使用微观分析观察方法分析了从主流学校（年龄在 5-6 岁之间）选择的儿童在计算机化的二元协作任务中的录音互动。比较了通过实用技能测试测量的具有平均到高语言技能和低语言技能的儿童。对具有平均到高技能的儿童和低技能儿童（32 对）或两个平均到高技能的儿童（24 对）组成的对子进行了比较。与他们的语用语言分数一致，低技能儿童比平均到高技能儿童更有可能忽略其他儿童的问题和请求。当平均到高技能的儿童与低技能的儿童一起工作时，而不是与其他平均到高技能的儿童一起工作时，他们对这些儿童的困难表现出一些敏感性和适应性；他们使用了更多的指令、澄清并提供了更多的信息。然而，这是以这些互动的情绪基调为代价的；当与低技能的儿童一起工作时，平均到高技能的儿童对他们的伙伴表达了比与另一个平均到高技能的儿童更多的负面情绪。总之，对平均到高技能和低技能儿童互动的观察为同伴辅助干预提供了希望，并确定了哪些交际行为可以成为目标。然而，应该注意管理这些互动的情感氛围，以使所有参与的儿童受益。
