[article] 
inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.307-312

Titre :	Brief Report: Longitudinal Improvements in the Quality of Joint Attention in Preschool Children with Autism
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Kathy LAWTON, Auteur ; Connie KASARI, Auteur
Année de publication :	2012
Article en page(s) :	p.307-312
Langues :	Anglais (eng)
Mots-clés :	Autism  Intervention  Joint attention  Shared positive affect  Preschool
Index. décimale :	PER Périodiques
Résumé :	Children with autism exhibit deficits in their quantity and quality of joint attention. Early autism intervention studies rarely document improvement in joint attention quality. The purpose of this study was to determine whether there was a change in joint attention quality for preschoolers with autism who were randomized to a joint attention intervention, symbolic play intervention, or a control group. Quality was defined as shared positive affect during joint attention as well as shared positive affect and utterances during joint attention. Interactions of group and time were found for both types of joint attention quality. During the follow up visits, the joint attention and symbolic play intervention groups produced more of these two types of joint attention quality than the control group.
En ligne :	http://dx.doi.org/10.1007/s10803-011-1231-z
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

[article] Brief Report: Longitudinal Improvements in the Quality of Joint Attention in Preschool Children with Autism [Texte imprimé et/ou numérique] / Kathy LAWTON, Auteur ; Connie KASARI, Auteur . - 2012 . - p.307-312.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.307-312

Mots-clés :	Autism  Intervention  Joint attention  Shared positive affect  Preschool
Index. décimale :	PER Périodiques
Résumé :	Children with autism exhibit deficits in their quantity and quality of joint attention. Early autism intervention studies rarely document improvement in joint attention quality. The purpose of this study was to determine whether there was a change in joint attention quality for preschoolers with autism who were randomized to a joint attention intervention, symbolic play intervention, or a control group. Quality was defined as shared positive affect during joint attention as well as shared positive affect and utterances during joint attention. Interactions of group and time were found for both types of joint attention quality. During the follow up visits, the joint attention and symbolic play intervention groups produced more of these two types of joint attention quality than the control group.
En ligne :	http://dx.doi.org/10.1007/s10803-011-1231-z
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151