J Speech Lang Hear Res. 2014 Apr 1;57(2):524-31. doi: 10.1044/2013_JSLHR-L-12-0244.
PURPOSE The purpose of this study was to determine whether scoring of the gestures point,give, and show were correlated across measurement tools used to assess gesture production in children with an autism spectrum disorder (ASD). METHOD Seventy-eight children with ASD between the ages of 23 and 37 months participated. Correlational analyses were conducted to determine whether performance of 3 key gestures related to joint attention and behavior regulation (point, give, show) were correlated across 3 different measurement tools: the Autism Diagnostic Observation Schedule, the Early Social Communication Scale, and the MacArthur-Bates Communicative Development Inventory: Words and Gestures. To establish whether different measures were related at different points in development, children were subdivided into 2 groups based on their expressive language levels. RESULTS The scoring of gesture performance was not entirely consistent across assessment methods. The score that a child received appeared to be influenced by theoretical perspective, gesture definition, and assessment methodology, as well as developmental level. CONCLUSION When assessing the gestures of children with ASD, clinicians should determine what aspects of gesture they are interested in profiling, gather data from multiple sources, and consider performance in light of the measurement tool.
本研究旨在确定评估自闭症谱系障碍（ASD）儿童手势产生的三种测量工具（自闭症诊断观察量表、早期社会沟通量表和麦克阿瑟- Bates 交际发展量表：词语和手势）中，手势点、给、示的评分是否存在相关性。
共有 78 名 23 至 37 个月大的 ASD 儿童参与了本研究。通过相关性分析来确定与共同注意力和行为调节相关的三个关键手势（点、给、示）在三个不同的测量工具中的表现是否存在相关性。为了确定不同的测量方法在不同的发展阶段是否相关，根据表达性语言水平将儿童分为两组。
手势表现的评分在评估方法之间并不完全一致。儿童获得的分数似乎受到理论观点、手势定义和评估方法以及发育水平的影响。
在评估 ASD 儿童的手势时，临床医生应该确定他们对手势的哪些方面感兴趣，从多个来源收集数据，并根据测量工具考虑其表现。
