Department of Curriculum and Instruction, Indiana University, 201 N. Rose Ave., Bloomington, IN, 47405, USA.
J Autism Dev Disord. 2020 Jul;50(7):2633-2640. doi: 10.1007/s10803-019-03979-1.
The relationship between turn taking (i.e., back-and-forth preverbal communicative exchanges) and joint attention has not been studied in interactions between children with autism and caregivers. In joint attention, a form of preverbal social communication, young children socially share attention with a partner about objects, a competency that is difficult for toddlers with autism. Video data of interactions between caregivers and 61 toddlers with autism who received joint attention-focused intervention were analyzed to determine associations between turn taking and joint attention. Results indicate a positive relationship between the two forms of social communication. Further study is needed to determine the extent to which turn taking may play a foundational role in supporting joint attention development for toddlers with autism.
在自闭症儿童与照顾者的互动中，尚未研究轮流（即前后语言交际交流）与共同关注之间的关系。在共同关注中，一种非语言的社会交流形式，幼儿与同伴分享对物体的注意力，这是自闭症幼儿难以掌握的能力。分析了 61 名接受共同关注为重点的干预措施的自闭症幼儿的照顾者之间互动的视频数据，以确定轮流和共同关注之间的关联。结果表明，这两种形式的社会交流之间存在正相关关系。需要进一步研究轮流在多大程度上可能为自闭症幼儿的共同关注发展提供基础作用。
