Eastern Connecticut State University, USA.
Indiana University, Bloomington, IN, USA.
Autism. 2022 Jul;26(5):1070-1081. doi: 10.1177/13623613211039945. Epub 2021 Aug 18.
Back-and-forth interaction, or turn taking, may support later joint attention, a more complex form of interaction, when promoted in interventions for young children with autism, especially depending on the child's intent when interacting. In the present study, we observed videos of 20 toddlers with autism engaging in turn taking with their caregivers during an intervention designed to support children's joint attention. We sought to identify when the children displayed turn taking socially and when they were using it for nonsocial purposes in the intervention videos. We also observed videos after the intervention was complete to identify when children used joint attention when interacting with their caregivers. After these observations, we used these video data to explore the relationship of social turn taking to joint attention, and the relationship of nonsocial turn taking to joint attention. We found a significant relationship between social turn taking and joint attention, but not between nonsocial turn taking and joint attention. These findings support the importance of considering social turn taking in interactions between young children with autism and their caregivers.
来回互动，或轮流，可能支持后来的共同注意，这是一种更复杂的互动形式，当在自闭症儿童的干预中促进时，特别是取决于儿童互动时的意图。在本研究中，我们观察了 20 名自闭症幼儿在干预期间与照顾者轮流互动的视频，该干预旨在支持儿童的共同注意。我们试图确定儿童何时在社会上表现出轮流，何时在干预视频中出于非社交目的使用它。我们还在干预完成后观察了视频，以确定儿童在与照顾者互动时何时使用共同注意。在这些观察之后，我们使用这些视频数据来探讨社会轮流与共同注意之间的关系，以及非社会轮流与共同注意之间的关系。我们发现社会轮流与共同注意之间存在显著关系，但非社会轮流与共同注意之间没有关系。这些发现支持了在自闭症儿童与其照顾者之间的互动中考虑社会轮流的重要性。
