Play and Joint Attention of Children with Autism in the Preschool Special Education Classroom

被引：88
|
作者：
Wong, Connie [1 ]
Kasari, Connie [2 ]
机构：
[1] Univ N Carolina, Frank Porter Graham Child Dev Inst, Chapel Hill, NC 27510 USA
[2] Univ Calif Los Angeles, Semel Inst Neurosci & Human Behav, Los Angeles, CA USA
来源：
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2012年 / 42卷 / 10期
关键词：
Autism; Play; Joint attention; Engagement; Preschool special education; SYMBOLIC PLAY; YOUNG-CHILDREN; LANGUAGE; INTERVENTION; TODDLERS; BEHAVIOR; SKILLS;
D O I：
10.1007/s10803-012-1467-2
中图分类号：
B844 [发展心理学（人类心理学）];
学科分类号：
040202 ;
摘要：
The purpose of this study was to examine play and joint attention in children with autism (n=27) as compared to children with other developmental delays (n=28) in public preschool special education classrooms. The participants were observed in their classroom environment for 2 h over 3 separate days. Results show that children with autism spent more of their time unengaged and less time engaged in symbolic play and joint attention behaviors as compared to children with other developmental delays. Additionally, teachers seldom focused directly on symbolic play and joint attention in their teaching. These findings suggest the importance of educating teachers to target play and joint attention skills in their preschool special education classes, specifically for children with autism.
引用
收藏
页码：2152 / 2161
页数：10
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