Georgia State University.
Drexel University.
Child Dev. 2019 Jan;90(1):e1-e18. doi: 10.1111/cdev.12973. Epub 2017 Oct 9.
This study provides an expanded view of joint attention and its relation to expressive language development. A total of 144 toddlers (40 typically developing, 58 with autism spectrum disorder [ASD], 46 with developmental delay [DD]) participated at 24 and 31 months. Toddlers who screened positive for ASD risk, especially those subsequently diagnosed with ASD, had poorer joint attention skills, joint engagement during parent-toddler interaction, and expressive language. Findings highlight the dynamic relation between joint attention and language development. In the ASD and DD groups, joint engagement predicted later expressive vocabulary, significantly more than predictions based on joint attention skills. Joint engagement was most severely impacted when toddlers did not talk initially and improved markedly if they subsequently began to speak.
本研究提供了对共同注意力及其与表达性语言发展关系的更广泛认识。共有 144 名幼儿（40 名正常发育，58 名自闭症谱系障碍[ASD]，46 名发育迟缓[DD]）在 24 个月和 31 个月时参与了研究。在自闭症风险筛查中呈阳性的幼儿，尤其是那些随后被诊断为自闭症的幼儿，他们的共同注意力技能、亲子互动中的共同参与以及表达性语言较差。研究结果强调了共同注意力和语言发展之间的动态关系。在 ASD 和 DD 组中，共同参与预测了后期的表达词汇量，比基于共同注意力技能的预测更显著。当幼儿最初不说话时，共同参与受到的影响最大，如果他们后来开始说话，情况会明显改善。
