Hobson Jessica A, Hobson R Peter, Cheung Yuen, Caló Susana
Institute of Child Health, University College London, London, UK,
J Autism Dev Disord. 2015 Jan;45(1):42-52. doi: 10.1007/s10803-014-2122-x.
The aim of this study was to examine the relation between symbolic play and communicative engagement among children with and without autism. Our predictions were firstly, that in moment-by-moment interactions during semi-structured interactive play with an adult, children with and without autism would tend to show shifts in meanings in symbolic play when engaged in coordinated states of joint engagement (events involving 'sharing-of-meaning'); secondly, that across atypically developing participants, sharing-of-meaning would (a) correlate with scores on a standardized test of pretend play, and (b) be inversely correlated with scores on the Autism Diagnostic Observation Schedule; and finally, that participants with autism would contrast with matched developmentally delayed participants in manifesting lower levels of joint engagement, lower levels of symbolic play, and fewer shifts in symbolic meaning. Each of these predictions was borne out. The intimate developmental relation between social engagement and symbolic play appears to be important for explaining the developmental psychopathology of autism.
本研究的目的是考察患有和未患自闭症的儿童在象征性游戏与交流参与之间的关系。我们的预测如下：其一，在与成人进行半结构化互动游戏的逐刻互动中，患有和未患自闭症的儿童在处于联合参与的协调状态（涉及“意义共享”的事件）时，往往会在象征性游戏中表现出意义的转变；其二，在非典型发育的参与者中，意义共享将（a）与标准化假装游戏测试的分数相关，且（b）与《自闭症诊断观察量表》的分数呈负相关；最后，患有自闭症的参与者在表现出较低水平的联合参与、较低水平的象征性游戏以及较少的象征意义转变方面，将与匹配的发育迟缓参与者形成对比。所有这些预测都得到了证实。社交参与和象征性游戏之间密切的发展关系似乎对于解释自闭症的发展心理病理学很重要。
