Lord C, Merrin D J, Vest L O, Kelly K M
J Autism Dev Disord. 1983 Mar;13(1):1-17. doi: 10.1007/BF01531355.
Sixteen female preschool teachers were videotaped playing in dyads with a nonverbal, socially unresponsive autistic 4-year-old boy and his nonhandicapped fraternal twin brother. Eight adults were informed that the autistic child had a language disability and did not talk or understand much language; eight adults were not informed about any differences between the children. Language to the autistic child was simpler, more concrete, and more often accompanied by gestures than language to his brother for both groups of subjects. Informed teachers made greater speech modifications to the autistic child and were more successful at keeping him on-task than uninformed adults. The theoretical and practical implications of communicative adjustments to children with language and social impairments are discussed.
16名女学前教师与一名4岁的无语言能力、社交反应迟钝的自闭症男孩及其无残疾的异卵双胞胎兄弟进行双人游戏，并被录像。8名成年人被告知自闭症儿童有语言障碍，不太会说话或理解语言；8名成年人未被告知这两个孩子之间的任何差异。对于两组受试者而言，与自闭症儿童交流时的语言比与他兄弟交流时更简单、更具体，且更多地伴有手势。知情的教师对自闭症儿童进行了更大幅度的言语调整，并且在让他专注于任务方面比不知情的成年人更成功。文中讨论了对有语言和社交障碍儿童进行交流调整的理论和实际意义。
