McHale S M, Simeonsson R J, Marcus L M, Olley J G
J Autism Dev Disord. 1980 Sep;10(3):299-310. doi: 10.1007/BF02408289.
The developmental status of the communicatory behavior of 11 autistic children was assessed. Children were observed during free play sessions under two conditions: when teachers were present to direct the children's behavior and when teachers were absent and the children played among themselves. Mean changes in the children's communicatory behavior were measured over time (8 months) using the behavior scale designed for this study. The relationship between the developmental status of the children's communicatory behavior and standardized measures of their social and cognitive functioning (e.g., IQ, Vineland Social Age) was also assessed. The results revealed that the quantity and social quality of autistic children's communicatory behavior were greater in the teachers' presence than in their absence and that the symbolic and social quality of the children's communicatory behavior increased over 8 months. Also, positive correlations were found between social and symbolic levels of communication and standardized tests of social and cognitive functioning. The implications of these findings for the assessment of autistic children are discussed.
对11名自闭症儿童的交流行为发展状况进行了评估。在两种情况下对儿童进行自由玩耍时段的观察：一种是有教师在场指导儿童行为时，另一种是教师不在场，儿童自行玩耍时。使用为本研究设计的行为量表，测量了儿童交流行为随时间（8个月）的平均变化。还评估了儿童交流行为发展状况与其社会和认知功能标准化测量指标（如智商、文兰社会年龄）之间的关系。结果显示，自闭症儿童交流行为的数量和社会质量在教师在场时比不在场时更高，并且儿童交流行为的象征性和社会质量在8个月内有所增加。此外，还发现交流的社会和象征水平与社会和认知功能标准化测试之间存在正相关。讨论了这些发现对自闭症儿童评估的意义。
