臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：自閉症幼兒社會溝通能力發展之研究
作者：吳進欽 引用關係
作者(外文)：Chin-chin Wu
校院名稱：國立中正大學
系所名稱：心理學所
指導教授：翁嘉英
姜忠信
學位類別：博士
出版日期：2010
主題關鍵詞：模仿；相互注意協調能力；自閉症；遊戲；Autism；Joint Attention；Imitation；Play
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(3) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:0
  • 點閱點閱:186
研究背景及目的：自閉症類疾患為終生、長期的發展性疾患，患者的語言及溝通能力之發展，對於未來的社會適應及預後扮演重要的角色。過去研究指出早期的非語言社會溝通能力，包括：相互注意協調能力、模仿和遊戲能力，在自閉症類患者語言及溝通動能力的發展，扮演重要的角色。然而，目前沒有研究針對三歲以下自閉症類患者，探究社會溝通能力的出現順序及關係。因此，本研究探討三歲以下自閉症類患者社會溝通能力的出現順序及關係，透過縱貫研究進行了解。時間點一的評估，是在自閉症類患者平均生理年齡30個月大時，時間點二則是在時間點一之後18個月進行。本研究的第一個目的是探究自閉症患者社會溝通能力的出現順序，比較自閉症患者與不同類型兒童的差異。第二個目的是探究自閉症類患者，相互注意協調能力、模仿能力及遊戲能力等非語言社會溝通能力，與語言能力的關係。
方法：本研究主要參考學步期自閉症篩檢工具（Screening Tool for Autism in Toddlers, STAT, Stone, Coonrod, & Ousley, 2000；Stone, Coonrod, Turner, & Pozdal, 2004），合併使用ADOS（Lord, Rutter, DiLavore, & Risi, 1999），作為測量主動性相互注意協調能力、反應性相互注意協調能力、物體模仿、動作模仿及他人/娃娃導向遊戲能力的工具。語言能力的測量，是觀察受試者在實驗過程中所出現的口語反應、照顧者所填寫的嬰幼兒溝通量表及文蘭適應量表的溝通適應領域作為指標。
結果：社會溝通能力出現順序，縱貫研究評估9-15個月大的一般發展嬰兒，結果發現一般發展嬰兒社會溝通能力出現順序為：主動性相互注意協調能力、反應性相互注意協調能力、物體模仿、動作模仿、他人/娃娃導向遊戲及語言。針對自閉症患者進行的縱貫研究，結果發現自閉症患者的社會溝通能力出現順序，和一般發展嬰兒不同，自閉症患者先出現物體模仿，語言能力在主動性相互注意協調能力前出現，自閉症患者比較早出現的三個能力為物體模仿、反應性相互注意協調能力及他人/娃娃導向遊戲。發展遲緩患者的社會溝通能力，出現順序和一般發展嬰兒雖然不盡相同，但先出現的還是主動性相互注意協調能力與反應性相互注意協調能力。
社會溝通能力的關係，結果發現30個月大的自閉症類幼兒，反應性相互注意協調能力、物體模仿及他人/娃娃導向遊戲和30個月大時的語言能力存有同時相關；30個月大時的他人/娃娃導向遊戲和48個月大時的語言能力存有顯著相關。48個月大時的動作模仿能力和48個月大時的語言能力存有顯著相關。
結論：自閉症患者社會溝通能力先出物體模仿，前三個能力為物體模仿、反應性相互注意協調能力及他人/娃娃導向遊戲，顯示語言學習與發展歷程，自閉症患者因為無法有效參照他人意圖線索，過度依賴互動者語言表達時，同時存在的突顯效果，如：手指碰觸或操作物體。這是因為自閉症患者規則基礎知識能力相對較為完整，互動者所突顯出的效果，有助於患者透過自身的優勢能力來學習。然而，這種學習策略，只能掌握規則無法正確明瞭他人意圖，導致自閉症類患者語言不適當的使用與錯誤。此外，模仿能力、反應性相互注意協調能力及他人/娃娃導向遊戲等能力與語言能力有關，在語言發展歷程扮演重大角色，對自閉症類患者早期療育的介入方向與訓練目標，提供一個思考的方向。
Background and objectives: The long-term outcome and adaptation in autism spectrum disorders (ASD) was an important issue but not really know clear. However, previous studies suggested language plays an important role. And there were a few early social-communicative skills associated with language in children with ASD. However, few researches explored the emergence sequence and relationships of social-communicative abilities in children with ASD below three years old. The purposes of the longtidutinal study were to explore eary social-communicative abilities development in young children with ASD. The first issue, we explore the sequence of emergence of the social-communicative abilities by comparing to the autism children and the non-ASD children. The second issue, we analyze the relationships of social-communicative abilities in young children with ASD, including joint attention, imitation, play, and language skills. In the current study, we conducted the first evaluation to the ASD children and the developmental delay children, whose average age were 30 months old. After eighteen months, we conducted the follow-up research to the same children.
Methods: A modified form of the STAT (Stone et al., 2000, 2004) was used to measure the several early social-communicative abilities, including initiating joint attention (IJA), responding joint attention (RJA), object imitation, manual imitation, and doll-directed play, and also included the ADOS (Lord et al., 1999) .The language abilities were assessed by Mullen Scales of Early Learning (MSEL, Mullen, 1995), Infant Communicative Development Inventories (CDI, Liu & Tsao, 2005 ), and Vineland Adaptive Behavior Scales (Sparrow et al., 2005).
Result: In the first part of research, we collected the emergence sequence of social-communicative abilities from the nine- to fifteen-month-old typical infants to be norm and contrasted the same abilities of young children with autism. The results revealed that the typical infants in the emergence order of social-communicative abilities were IJA, RJA, object imitation, manual imitation, the other/doll directed play and language. However, the emergence sequence of social-communicative abilities in young children with autism were in opposition to the typical infants. The young autistic children emerged object imitation first, and language were developed before the IJA. Meanwhile, the first three developed social-communicative abilities in young children with autism were object imitation, RJA, and other/doll play. However, unlike the autistic children, the developmental delay children also displayed the IJA and RJA first.
In the study of the social-communicative abilities correlation, the results showed that RJA, object imitation and the other/doll directed play were current related with language abilities simultaneously in 30-month-old young children with ASD. The other/doll directed play in 30-month-old children also correlated with the language in 48-month-old children. Then, there were significant relationships between manual imitation and language abilities in 48-month-old ASD children.
Conclusion: The first three emerged social-communicative abilities in young children with autism were object imitation, RJA, and other/doll play. It indicted that the process of language development in young children with autism relied on salience effects companied by directed language of the caregivers, for example, touching and manipulating object. There is a reason that children with autism had relatively intact rule-based knowledge skill. However, the atypical learning strategy could not make them understand the intention of others, and caused the errors and inappropriate usage of language. Besides, all of RJA, imitation, and other/doll play abilities were related with language abilities in youug children with ASD. We also discussed the implication of early diagnosis, the core deficit and intervention goals in children with ASD.
一、中文部分
吳進欽、姜忠信、侯育銘、劉俊宏（2009）：〈自閉症類兒童發展能力表現型態之研究〉。《中華心理衛生學刊》，22，1-25。new window
吳進欽、姜忠信、虞燕婷（2010）：〈自閉症類幼兒社會注意力的探究〉。《中華心理學刊》，52，57-74。new window
林清山 （2003）：《心理與教育統計學》。台北：東華。
姜忠信（1999）：〈自閉症兒童意圖能力之研究（未發表之博士論文）〉。 台北：國立台灣大學心理研究所。new window
姜忠信（2008）：〈台灣的自閉症研究；過去、現在與未來〉。《應用心理研究》，40，165-196。new window
姜忠信、宋維村（2002）：〈學齡前自閉症兒童相互注意協調能力的發展〉。《中華心理衛生學刊》，15，29-46。new window
姜忠信、吳進欽、李季樺（2006）：〈自閉症兒童的象徵遊戲能力：縱貫研究〉。《中華心理學刊》，48，255-273。new window
徐澄清、蘇喜、蕭淑貞、林家青、宋維村、張玨（1978）：〈學齡前兒童行為發展量表之修訂及初步常模建立〉。《中華民國小兒科醫學會雜誌》，19，142-157。
黃榮村（1978）：〈度量化方法〉。見楊國樞、文崇一、吳聰賢、李亦園編，《社會及行為科學研究法》，353-403，台北：東華。new window
劉惠美、曹峰銘（2005）：〈嬰幼兒溝通發展量表（未發表之初稿）〉。

二、英文部分
Abravanel, E., Levan-Goldschmidt, E., & Stevenson, M. B. (1976). Action imitation: The early phase of infancy. Child Development, 47, 1032-1044.
Adamson, L. B. & Bakeman, R. (1985). Affect and attention：Infants observed with mothers and peers. Child Development, 56, 582-593.
Adamson, L. B., Bakeman, R., & Deckner, D. E. (2004). The development of symbol-infused joint engagement. Child Development, 75, 1171-1187.
Adamson, L., & McArthur, D. (1995). Joint attention, affect, and culture. In C. Moore, & P. Dunham (Eds.), Joint attention: It’s origins and role in development (pp. 205-221). NJ: Lawrence Erlbaum Associates.
American Psychiatric Association (1980). Diagnostic and statistical manual of mental disorders(3rd ed). Washington DC: Author.
American Psychiatric Association (1987). Diagnostic and statistical manual of mental disorders(3rd ed-R). Washington DC: Author.
American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders(4th ed.). Washington DC: Author.
American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders(4th ed-TR.). Washington DC: Author.
Astington, J. W. (1991). Intention in the child’s theory of mind. In D. Frye & C. Moore (Eds.), Children’s theories of mind (pp. 157-172). Hillsdale, NJ: Lawrence Erlbaum Associates.
Bakeman, R., & Adamson, L. (1984). Coordinating attention to people and objects in mother-infant and peer-infant interaction. Child Development, 55, 1278-1289.
Baldwin, D. A. (1993). Infants'' ability to consult the speaker for clues to word reference. Journal of Child Language, 20(2), 395-418
Barresi, J., & Moore, C. (1996). Intentional relations and social understanding. Behavior and Brain Science, 19, 107-154.
Baron-Cohen, S. (1995). Mindblindness. Cambridge, MA: MIT Press.
Baron-Cohen, S. (2000). Theory of mind and autism: A fifteen year review. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience (pp. 3-20). Oxford: Oxford University Press.
Baron-Cohen, S. (2000). The extreme male brain theory of autism. Trends in Cognitive Science, 6, 248-254.
Baron-Cohen, S., Wheelwright, S., Lawson, J., Griffin, R., Ashwin, C., Billington, J., & Chakrabarti, B. (2005). Empathizing and systemizing in autism spectrum conditions. In F. R. Volkmar, R. Paul, A. Klin & D. Cohen（Eds.）, Handbook of autism and pervasive developmental disorders (3rd ed., pp. 628-639). NJ: John Wiley & Sons.
Bates, E., Bernigni, L., Bretherton, I., Camaioni, L., & Volterra, V. (1979). Cognition and communication from nine to thirteen months: Correlational finding. In E. Bates (ed.), The emergence of symbols: Cognition and communication in infant (pp.69-140). NY: Academic.
Bayley, N. (1969). Bayley Scales of Infant Development. San Antonio: Psychological Corporation.
Bayley, N. (2006). Bayley Scales of Infant Development (3rd Eds.). San Antonio: Psychological Corporation.
Beitchman, J., Hood, J., & Inglis, A. (1990). Psychiatric risk in children with soeech abd language disorders. Journal of Abnormal Child Psychology, 18, 283-296.
Belsky, J., & Most, R. K. (1981). From exploration to play: A cross-sectional study of infant free play behavior. Developmental Psychology, 17, 630-639.
Bloom, L. (2000). The intentionality model of word learning: How to learn a word, any word. In R. B. Golinkoff, K. Hairsh-Pasek, L. Bloom, L. B. Smith, A. L. Woodward, N. Akhtar, M. Tomasello, & G. Hollich (ed.), Becoming a word learner: A debate on lexical acquistion (pp.19-50). NY: Oxford University Press.
Bloom, L., & Tinker, E. (2001). The intentionality model and language acquisition: Engagement, effort, and the essential tension in development. Monographs of the Society for Research in Child Development, 66, Serial No.267.
Bono, M. A., Daley, T., & Sigman, M. (2004). Relation among joint attention, amount of intervention and language gain in autism. Journal of Autism and Developmental Disorders, 34, 495-505.
Bremner, J. G. (2002). The nature of imitation by infants. Infant Behavior and Development, 25, 65-67.
Bretherton, I., & Bates, E. (1979). The emergence of intentional communication. New Directions for Child Development, 4, 81-100.
Brooks, R., & Meltzoff, A. N. (2002). The importance of eyes: How infants interpret adult looking behavior, Developmental Psychology, 38, 958-966.
Brooks, R., & Meltzoff, A. N. (2005). The development of gaze following and its relation to language. Deveolpmental Science, 8, 535-543.
Bruinsma, Y., Koegel, R. L., & Koegel, L. K. (2004). Joint attention and children with autism: A review of the literature. Mental Retardation and Developmental Disabilities Research Review, 10, 169-175.
Butterworth, C. (1995). Origins of mind in perception and action. In C. Moore, & P. Dunham (Eds.), Joint attention: It’s origins and role in development (pp. 29-40). NJ: Lawrence Erlbaum Associates.
Butterworth, C. (2001). Joint visual attention in infancy. In G. Bremner, & A. Fogel (Eds.), Blackwell Handbook of Infant Development (pp. 213-240). MA: Blackwell Publishing Ltd.
Butterworth, C., & Cochran, E. (1980). Towards a mechanism of joint visual attention in human infancy. International Journal of Behavioral Development, 3, 253-272.
Butterworth, G., & Jarrett, N. (1991). What minds have in common in space: Spatial mechanisms serving joint visual attention in infancy. British Journal of Developmental Psychology, 9, 55-72.
Call, J. & Carpenter, M. (2002). Three sources of informatiom in social learning. In K. Dautenhahn & C. L. Nehaniv （Eds.）, Imitation in animals and artifacts (pp.211-229). Cambridge: MIT press.
Camaioni, L., Perucchini, P., Muratori, F., & Milone, A. (1997). Brief report: A longitudinal examination of the communicative gestures deficit in young children with autism. Journal of Autism and Developmental Disorders, 27, 715-725.
Carpenter, M., Akhtar, N., & Tomasello, M. (1998). Fourteen- through 18-month-old infants differentially imitate intentional and accidental actions. Infant Behavior and Development, 21, 315-330.
Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monograph of the Society for Research in Child Development, 63, serial no.255.
Carpenter, M., Pennington, B. F., & Rogers, S. J. (2002). Interrelation among social-cognitive skills in young children with autism. Journal of Autism and Developmental Disorders, 32, 91-106.
Carpenter, M., & Tomasello, M. (2000). Joint attention, cultural learning, and language acquisition: Implivations for children with autism. In A. M. Wetherby & B. M. Prizant (Eds.), Autism spectrum disorders: A transactional developmental perspective (pp.31-54). Baltimore: Brookes.
Charman, T. (2006). Imitation and the development of language. In In S. J. Rogers & J. H. G. Williams （Eds.）, Imitation and the social mind: Autism and typical development (pp. 96-117). NY: The Guilford Press.
Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Cox, A., & Drew, A. (2000). Testing joint attention, imitation, and play as infancy precursors to language and theory of mind. Cognitive Development, 15, 481-498.
Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Drew, A. & Cox, A. (2003). Predicting language outcome in infants with autism and pervasive developmental disorder. International Journal of Language and Communication Disorders, 38, 265-285.
Charman, T., Swettenham, J., Baron-Cohen, S., Cox, A., Baird, G. & Drew, A. (1997). Infants with autism: An investigation of empathy, pretend play, joint attention, and imitation. Developmental Psychology, 33, 781-789.
Charman, T., Swettenham, J., Baron-Cohen, S., Cox, A., Baird, G. & Drew, A. (1998). An experimental investigation of social-cognitive abilities in infants with autism: Clinical implications. Infant Mental Health Journal, 19, 260-275.
Chiang, C. H. Soong, W. T., Lin, T. L., & Rogers, S. J. (2008). Nonverbal communication skill in skill in young children with autism. Journal of Autism and Developmental Disorder, 38, 1898-1906.
Colombi, C., Liebal, K., Tomasello, M., Young, G., Warneken, F., & Rogers, S. J. (2009). Examing correlates of cooperation in autism: Imitation, joint attention, and understanding intention. Autism, 13, 143-164.
Colunga, E., & Smith, L. B. (2005). From the lexicon to expectations about kinds: A role associative learning. Psychological Review, 112, 347-382.
Corkum, V., & Moore, C. (1995). Development of joint visual attention in infants. In C. Moore, & P. Dunham (Eds.), Joint attention: It’s origins and role in development (pp. 61-84). NJ: Lawrence Erlbaum Associates.
Corkum, V., & Moore, C. (1998). The origins of joint visual attention in infants. Developmental Psychology, 34, 28-38.
Curcio, F. (1978). Sensorimotor functioning and communication in mute autistic children. Journal of Autism and Childhood Schizophrenia, 8, 281-292.
Dawson, G., Meltezoff, A. N., Osterling, J., Rinaldi, J., & Brown, E. (1998). Children with autism fail to orient to naturally occurring social stimuli. Journal of Autism and Developmental Disorder, 28, 479-485.
Dawson, G., Munson, J., Estes, A., Osterling, J., McPartland, J., Toth, K. et al. (2002). Neurocognitive function and joint attention ability in young children with autism spectrum disorder versus development delay. Child Development, 73, 345-358.
Dawson, G., Toth, K., Abbott, R., Osterling, J., Munson, J., Estes, A. et al. (2004). Early social attention impairments in autism: social orienting, joint attention, and attention to distress. Developmental Psychology, 40, 271-283.
DeMyer, M. K., Alpern, G.. D., Barton, S., DeMyer, W. E., Churchill, D. W. Hingtgen, J. N. et al. (1972). Imitation in autistic, early schizophrenia, and non-psychotic subnormal children. Journal of Autism and Childhood Schizophrenia, 2, 264-287.
D’Entremont, B., Hains, S. M. J., & Muir, D. W. (1997). A demonstration of gaze following in 3- to 6-month-olds. Infants Behavior and Development, 20, 569-572.
D’Entremont, B., & Yazbek, A. (2007). Imitation of intentional and accidental actions by children with autism. Journal of Autism and Developmental Disorders, 39, 1665-1678.
Diesendruck, G., Markson, L., & Akhtar, N. (2004). Two-year-olds’sensitivity to speaks’intent: An alternative account of Samuelson and Smith. Developmental Science, 7, 33-41.
Eikeseth, S., Smith, T., Jahr, E., & Eldevik, S. (2002). Intensive behavioral treatment at school for 4- to 7-year-old children with autism: A 1-year comparison controlled study. Behavior Modification, 26, 49-68.
Eldevik, S., Eikeseth, S., Jahr, E., & Smith, T. (2006). Effects of low-intensity behavioral treatment for children with autism and mental retardation. Journal of Autism and Developmental Disorders, 36, 211-224.
Fein, G. G. (1975). A transformational analysis of pretending. Developmental Psychology, 11, 291-296.
Fein, G. G. (1981). Pretend play in childhood: An integrative review. Child Development, 52, 1095-1118.
Fensen, L., Dale, P. S., Reznick, J. S., Bates, E., Hartung, J. P., Pethick, S. J., et al. (1993). Macarthur Communicative Development Inventories: User’s guide and technical manual. CA: Singular.
Fensen, L., Dale, P. S., Reznick, J. S., Bates, E., Thal, D. J., & Pethick, S. J. (1994). Variability in early communicative development. Monograph of the Society for Research in Child Development, 59, serial no.242.
Fensen, L., Pethick, S., Renda, C., Cox, J. L., Dale, P. S., & Reznick, J. S. (2000). Short-Form version of the MacArthur communicative development Inventories. Applied Psycholinguictics, 21, 95-115.
Fenson, L., Kagan, J., Kearsley, R. B., & Zelazo, P. R. (1976). The developmental progression of manipulative play in the first two year. Child Development, 47, 232-236.
Fewell, R. R. (1992). Play Assessment Scale, 5th revision. University of Miami, Mailman center for Child Development, P. O. Box 014621, Miami, FL 33101.
Filipek, P., Accardo, P., Baranek, G., Cook, E., Dawson, G., Gordon, P., et al. (1999). The screening and diagnosis of autism spectrum disorders. Journal of Autism and Developmental Disorders, 29, 439-484.
Fivaz-Depeursinge, E., & Corboz-Warnery, A. (1999). The Primary Triangle. New York: Basic Books.
Gergely, G. Bekkering, H., & Király, I. (2002).Rational imitation in preverbal infants, Nature, 415, 755.
Gillberg, C. (1991). Outcome in autism and autistic-like conditions. Journal of the American Academy of Child and Adolescent Psychiatry, 30, 375-382.
Golinkoff, R. M. (1986). ‘I beg your pardon?’: The preverbal negotitation of failed message. Journal of Child Language, 13, 455-476.
Heimann, K. (1998). The story of neonatal imitation: New facts and old conclusion. Infant Behavior and Development, 21, 454.
Hobson, R. P., & Lee, A. (1999). Imitation and identification in autism. Journal of Child Psychology and Psychiatry 40, 649-660.
Hobson, R. P., Lee, A, & Hobson, J. A. (2009). Qualities of symbolic play amog children with autism: A social-developmental perspective. Journal of Autism and Developmental Disorders, 39, 12-22.
Honey, E., Leekam, S., Turner, M., & McConachie, H. (2007). Repetive behavior and play in typically developing children and children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 1107-1115.
Howlin, P., Goode, S., Hutton, J., & Rutter, M. (2004). Adult outcomes for children with autism. Journal of Child Psychology and Psychiatry, 45, 212-229.
Huang, C.T., Heyes, C., & Charman, T. (2002). Infants’ behavioral reenactment of “failed attempts”: Exploring the roles of emulation learning, stimulus enhancement, and understanding of intentions. Developmental Psychology, 38, 840-855.
Ingersoll, B., & Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36, 487-505.
Jackowitz, E., & Watson, M. W. (1980). Development of object transformations in early pretend play. Child Development, 16, 543-549.
Jacobson, S. W. (1979). Matching behavior in the young infants. Child Development, 50, 425-430.
Jarrold, C. (2003). A review of research into pretend play in autism. Autism, 7, 379-390.
Jarrold, C., Boucher, J., & Smith, P. (1993). Symbolic play in autism: A review. Journal of Autism and Developmental Disorders, 23, 281-307.
Jarrold, C., Boucher, J., & Smith, P. (1996). Generativity deficits in pretend play in autism. British Journal of Developmental Psychology, 14, 275-300.
Jones, S. S. (1996). Imitation or exploration? Young infants’ matching of adults’ oral gesture. Child Development, 67, 1952-1969.
Kanner, L. (1943). Autistic disturbance of affective contact. Nervous Child, 2, 217-250.
Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47, 611-620.
Killen, M. & Uzgiris, I. C. (1981). Imitation of actions with objects: The role of social meaning. The Journal of Genetic Psychology, 138, 219-229.
Klahr, D., & MacWhinney, B. (1998). Information processing. In W. Damon (Series Ed.) & D.Kuhn & R. Siegler (Vol. Eds.), Handbook of child psychology: Vol. II. Cognition, perception, and language (pp. 631-678). New York: Wiley.
Klin, A., Saulinier, C. A., Sparrow, S. S., Cicchetti, D. V., Volkmar, F. R., & Lord, C., ( 2007). Social and communication abilities and disabilities in higher functioning individuals with autism spectrum disorders: The Vineland and the ADOS. Journal of Autism and Developmental Disorder, 37, 748-759.
Klinger, L. G., Dawson, G., & Renner, P. (2003). Autistic Disorder. In E. J. Mash & R. A. Barkley （Eds.）, Child psychopathology (2nd ed., pp.409-454). NY: Guildford.
Kugiumutzakis, G. (1998). Neontal imitation in the intersubjective companion space. In S. Braten (Eds.), Intersubjective commmunication and emotion in early ontogeny（pp.63-88）. Cambridge: Cambridge University Press.
Kugiumutzakis, G. (1999). Genesis and development of early infant mimesis to facial and vocal models. In N. Jacqeline & G. Butterworth（Eds.）, Imitation in infancy (pp.36-59). Cambridge: Cambridge University Press.
Laakso, M. L., Poikkeus, A. M., Katajamaki, J., & Lyytinen, P. (1999). Early intentional communication as a predictor of language development in young toddlers. First Language, 19, 207-231.
Leekam, S. R., & Moore, C. (2001). The developmental of attention and joint attention in children with autism. In J. A, Burack, T. Charman, N. Yirmiya, & P. R. Zelarzo (Eds.), The development of autism: Perspectives from theory and research（pp. 105-130). NJ: Lawrence Erlbaum Associates.
Leekam, S. R., & Ramsden, C. A. H. (2006). Dyadic orienting and joint attention in preschool children with autism. Journal of Autism and Developmental Disorders, 36, 185-197.
Lewis, V. (2003). Play and Language in children with autism. Autism, 7, 391-399.
Lewis, V., & Boucher, J. (1988). Spontaneous, instructed and elicited play in relatively able autistic children. British Journal of Developmental Psychology, 6, 325-339.
Lewis, V., & Boucher, J. (1995). Generativity in the play of young people with autism. Journal of Autism and Developmental Disorders, 25, 105-121.
Lewis, V., Boucher, J., Lupton, L., & Watson, S. (2000). Relationships between symbolic play, functional play, verbal and non-verbal ability in young. International Journal of Language and Communication Disorders, 35, 117-127.
Lewis, V., & Ramsay, D. (1999). Intention, consciousness, and pretend play. In P. D. Zelazo, J. W. Astington, & D. R. Olson (Eds.), Developing theories of intention: Social understanding and self-control (p.p. 77-94). NJ: Lawrence Erlbaum Associates, INC.
Lifter, K., & Bloom, L. (1998). Intentionality and the role of play in the transition to language. In A. M. Wetherby, S. F. Warren, & J. Reichle（Eds.）, Transitions in prelinguistic communication (pp. 161-196). Baltimore: Brookes.
Lillard, A. S., Nishida, T., Massaro, D., Vaish, A., Ma, Lili, & McRoberts, G. (2007). Signs of pretense across age scenario. Infancy, 11, 1-30.
Lillard, A. S., & Witherington, D. C. (2004). Mothers’ behavior modifications during pretense and their possible signal value for toddlers. Developmental Psychology, 40, 95-113.
Liss, M., Harel, B., Fein, D., Allen, D., Dunn, M., Feinstein, C. et. al. (2001). Predictors and correlates of adaptives functioning in children with developmental disorders. Journal of Autism and Developmental Disorder, 31, 219-230.
Liszkowski, U., Carpenter, M., Striano, T., & Tomosello, M. (2006). 12- and 18-month-olds point to provide information for others. Journal of Cognition and Development, 7, 173-187.
Littleford, C. D., & Stone, W. L. (1998). Motor imitation in the second year of life. Infant Behavior and Development, 21, 542.
Lord, C. & Risi, S. (2000). Diagnosis of autism spectrum disorders in young children. In A. M. Wetherby & B. M. Prizant（Eds.）, Autism spectrum disorders: A transactional developmental perspective (pp.11-30). Baltimore:Brookes.
Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (1999). Autism Diagnostic Observation Schedule (ADOS). LA: WPS.
Lord, C., Rutter, M., Goode, S., & Heemsbergen, J. (1989). Autism Diagnostic Observation Schedule: A standardized observation of communication and social behavior. Journal of Autism and Developmental Disorders, 19, 185-212.
Lovaas, I. O. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3-9.
Loveland, K. A., & Landry, S. H. (1986). Joint attention and language in autism and developmental language delay. Journal of Autism and Developmental Disorders, 16, 335-349.
Lowe, M., & Costello, A. (1976). Symbolic Play Test-Experimental edition. Windsor: N. F. E.R.
Lyytinen, Laakso, M. L., P., Poikkeus, A. M., & Rita, N. (1999). The development and predictive relations of play and language across the second year. Scandinavian Journal of Psychology, 40, 177-186.
Lyytinen, P., Poikkeus, A. M., & Laakso, M. L. (1997). Language and symbolic play in toddlers. International Journal of Behavioral Development, 21, 289-302.
Malle, B. F., Moses, L. J., & Baldwin, D. A. (2001). Introduction: The significance of intentionality. In B. F. Malle, L. J. Moses, & D. A. Baldwin (Eds.), Intention and intentionality: Foundation of social cognition (pp. 1-24). Cambridge, MA: MIT Press.
Mandell, D. S., Novak, M., & Zubritsky, C. (2005). Factors associated with age of diagnosis among children with autism spectrum disorder. Pediatrics, 116, 1480-1486.
Markus, K., Mundy, P., Morales, M., Delago, C., & Yale, M. (2000). Indiidual differences in infant skills as predictors of child-caregiver joint attention and language. Social Development, 9, 302-315.
Masur, E. F., & Rodemaker, J. E. (1999). Mothers’ and Infants’ spontaneous vocal, verbal, and action imitation during in the second year. Merrill-Palmer Quarterly, 45, 392-412.
Masur, E. F. (2006). Vocal and action imitation by infants and toddlers during dyadic interactions: Development, causes, and consequences. In S. J. Rogers, & J. H. G. Williams (Eds.), Imitation and the social mind (pp.27-47).New York: The Guilford Press.
McArthur, D., & Adamson, L. B. (1996). Joint attention in preverbal children: Autism and developmental language disorder. Journal of Autism and Developmental Disorders, 26, 481-496.
McCabe, M. A. & Uzgiris, I. C. (1983). Effects of model and action on imitation in infancy. Merrill-Palmer Quarterly, 29, 69-82.
McCune, L. (1995). A normative study of representational play at the transition to language. Developmental Psychology, 31, 198-206.
McDonough, L., Stahmer, A., Schreibman, L., & Thompson, S. J. (1997). Deficits, delays, and distraction: An evaluation of symbolic play and memory in children with autism. Development and Psychopathology, 9, 17-41.
McDuffie, A., Yoder, P., & Stone, W. (2005). Prelinguistic Predictors of vocabulary in young children with autism spectrum disorders. Journal of Speech, Language, and Hearing Research, 48, 1080-1097.
McEvoy, R. E., Rogers, S. J., & Pennington, B. F. (1993). Executive Function and social communication deficits in young autistic children. Journal of Child Psychology and Psychiatry, 34, 563-578.
McEwen, F., Happe’, F., Bolton, P., Rijsdilk, F., Ronald, A., Doworzynski, K. et al. (2007). Origin of individual differences in imitation: Links with Language, pretend play, and socially insightful behavior in two-year-old twins. Child Development, 78, 474-492.
Meltzoff, A. N. (1985). Immediate and deferred imitation in fourteen- and twenty-month-old infants. Child Development, 56, 62-72.
Meltzoff, A. N. (1988). Infant imitation and memory: Nine-month-olds in immediate and deferred tests. Child Development, 59, 217-225.
Meltzoff, A. N. (1995). Understanding the intention of others: Re-enactment of intendes acts by 18-month-old children. Developmental Psychology, 31, 838-850.
Meltzoff, A. N. (2005). Imtation and other minds: The "Like Me" hopothesis. In S. Hurley & N. Chater (ds.), Perspectives on imitation: From neuroscience to social science (Vol. 2 pp. 55-77). Cambridge, MA: MIT Press.
Meltzoff, A. N. & Brooks, R. (2001). "Like me" as a building block for understanding other minds: Bodily acts, attention, and entention. In B. F. Malle, L. J. Moses, & D. A. Baldwin (Eds.), Intention and intentionality: Foundations of social cognition (pp. 171-191). Cambridge, MA: MIT Press.
Meltzoff, A. N. & Gopnik, A. (1993). The role of imitation in understanding persons and developing a theory of mind. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds (pp.335-366).Oxford, England: Oxford University Press.
Meltzoff, A. N. & Moore, M. K.（1977）. Imitation of facial and manual gestures by human neonates. Science, 198, 75-78.
Meltzoff, A. N. & Moore, M. K.（1983）. Newborn infants imitate adult facial gestures. Child Development, 54, 702-709.
Meltzoff, A. N. & Moore, M. K.（1989）. Imitation in newborn infants: Exploring the range of gestures imitated and the underlying mechanisms. Development Psychology, 25(6), 954-962.
Meltzoff, A. N. & Moore, M. K.（1994）. Imitation, memory, and the representation of persons. Infant Behavior and Development, 17, 83-99.
Meltzoff, A. N. & Moore, M. K. (1998). Infant intersubjectivity: Broadening the dialogue to in clued imitation, identity and intention. In S. Braten (Eds.), Intersubjective communication and emotion in early ontogeny（pp.47-62）. Cambridge: Cambridge University Press.
Miller, J. A., & Siegel, L. S. (1989). Cognitive and social factors as predictors of normal and atypical language development. In S. V. Tetzchner, L. S. Siegel, & L. Smith (Eds.), The social and cognitive aspects of normal and atypical language development (pp.145-171). NY: Springer-Verlag New York INC.
Morales, M., Mundy, P., Delgado, C. E. F., Yale, M., Neal, R., & Schwartz, H. K. (2000). Gaze following, temperament, and language development in 6-months-olds: A replication and extension. Infant Behavior and Development, 23, 231-236.
Morales, M., Mundy, P., & Rojas, J. (1998). Following the direction of gaze and language development in 6-momth-olds. Infant Behavior and Development, 21, 373-377.
Moses, L. J. (2001). Some thoughts on ascribing complex intentional concepts to young children. In B. F. Malle, L. J. Moses, & D. A. Baldwin (Eds.), Intention and intentionality: Foundation of social cognition (pp. 69-84). Cambridge, MA: MIT Press.
Mullen, E. (1995). Mullen Scales of Early Learning. Cranston, RI: T.O.T.A.L. Child, Inc.
Mundy, P. (1995). Joint attention and social-emotional approach behavior in children with autism. Development and Psychopathology, 7, 63-82.
Mundy, P. Delgado, C., Block, J., Venezia, M., Hogan, A., & Seibert, J. (2003). A manual for the abridged Early Social Communication Scales (ESCS).
Mundy, P., & Newell, L. (2007). Attention, Joint attention, and social cognition. Current Directions in Psychological Science, 16, 269-274.
Mundy, P., & Sigman, M. (2006). Joint attention, social competence and developmental psychopathology. In D. Cicchetti and D. Cohen (Eds.), Developmental psychopathology, volume one: Theory and methods (2nd ed., pp.293-332). N.J.: John Wiley & Son.
Mundy, P. Sigman, M., & Kasari, C. (1994). Joint attention, developmental level, and symptom presentation in autism. Development and psychopathology, 6, 389-401.
Mundy, P. Sigman, M., Ungerer, J., & Sherman, T. (1986). Defining the social of autism: The contribution of non-verbal communication measures. Journal of Child Psychology and Psychiatry, 27, 657-669.
Mundy, P., Sigman, M., Ungerer, J., & Sherman, T. (1987). Nonverbal communication and play correlates of language development in autistic children. Journal of Autism and Developmental Disorders, 17, 349-364.
Murry, D. S., Creaghead, N. A., Manning-Courtney, P., Shear, P. K., Bean, J., & Prendeville, J. (2008). The relationship between joint attention and language in children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 23, 5-14.
Naber, F. B. A., Bakermana-Kranenburg, M. J., van IJzendoorn, M. H., Swinkels, S. H. N., Buitelaar, J. K., Dietz, C. et al. (2008). Play behavior and attachment in toddlers with autism. Journal of Autism and Developmental Disorders, 38, 857-866.
Nadel, F. & Butterworth, G. (1999). Introduction: Immediate imitation rehabilitated at last. In N. Jacqeline & G. Butterworth（Eds.）, Imitation in infancy (pp.1-5). Cambridge: Cambridge University Press.
Nadel, J., Guerini, C., Peze, A., & Rivet, C. (1999). The evolving nature of imitation as a format for communication. In N. Jacqeline & G. Butterworth（Eds.）, Imitation in infancy (pp.209-234). Cambridge: Cambridge University Press.
Oberman, L. M., & Ramachandran, V. S. (2007). The simulating social mind: The role of the mirror neuron system and simulation in the social and communicative deficits of autism spectrum disorders. Psychological Bulletin, 133, 310-327.
Osterling, J. & Dawson, G. (1994). Early recognition of children with autism: A study of first birthday home videotapes. Journal of Autism and Developmental Disorders, 24, 247-257.
Parish-Morris, J., Hirsh-Pasek, K., Hennon, E. A., Golinkoff, R. M., Tager-Flusberg, H. (2007). Children with autism illuminate the role of social intention in word learning. Child Development, 78, 1265-1287.
Phillips, W., Baron-Cohen, S., & Rutter, M. (1998). Understanding intention in normal development and in autism. British Journal of Developmental Psychology, 4, 375-383.
Philips, A. T., & Wellman, H. M. (2005). Infants’ understanding of object-directed action. Cognition, 98, 137-155.
Piaget, J. (1952). The origin of intelligence in the children. New York: Basic Books.
Piaget, J. (1951/1962). Play dreams and imitation in the childhood（C. Gattegno & F. M. Hodgson, Trans.）. New York: Norton.
Pruden, S. M., Hirsk-Pasek, K., Golinkoff, R. M., & Hennon, E. A. (2006). The birth of words: Ten-month-olds learn words through perceptual salience. Child Development, 77, 266-280.
Reissland, N. (1988). Neonatal imitation in the first hour of life: Observations in Rural Nepal. Developmental Psychology, 24(4), 464-469.
Reynell, J., & Gruber, C. (1990). Reynell Developmental Language Scales: US edition. CA: WPS.
Roeyers, H., Oost, P. V., & Bothuyne, S. （1998）Immediate imitation and joint attention in young children with autism. Development and Psychopathology, 10, 441-450.
Rogers, S. J., Bennetto, L., McEvoy, R., & Pennington, B. F. (1996). Imitation and pantomine in high-functioning adolescents with autism spectrum disorders. Child Development, 67, 2060-2073.
Rogers, S. J., Hepburn, S. L., Stackhouse, T. & Wehner, E. (2003). Imitation performance in toddlers with autism and those with other developmental disorders. Journal of Child Psychology and Psychiatry, 44, 763-781.
Rogers, S. J. & Pennington, B. F. (1991). A theoretical approach to the deficits in infantile autism. Development and Psychopathology, 3, 137-162.
Rogers, S. J. & Williams, J. H. G. (2006) Imitation in autism: Finding and controversies. In S. J. Rogers & J. H. G. Williams （Eds.）, Imitation and the social mind: Autism and typical development (pp. 277-309). NY: The Guilford Press.
Rutherford, M. D., & Rogers, S. J. (2003). Cognitive underpinnings of pretend play in autism. Journal of Autism and Developmental Disorders, 33, 289-302.
Rutherford, M. D., Young, G. S. Hepburn, S., & Rogers, S. J. (2007). A longitudinal study of pretend play in autism. Journal of Autism and Developmental Disorders, 37, 1024-1039.
Saxon, T. F., Frick, J. E., & Colombo, J. (1997). A longitudinal study of maternal interactional styles and infant visual attention. Merrill-Palmer Quarterly, 43, 48-66.
Scaife, M., & Bruner, J. S. (1975). The capacity for joint visual attention in the infant. Nature, 253, 265-266.
Schwier, C., Maanen, C., Carpenter, M., & Tomasello, M. (2006). Rational imitation in 12-month-old infants, Infancy, 10, 303-311.
Searle, J. R. (1983). Intentionlity: An essay in the philosophy of mind. Cambridge, England: Cambridge University Press.
Seibert, J. M., Hogan, A. E., & Mundy, P. C.(1982). Assessing interactional competencies: The early social-communication scales. Infant Mental Health Journal, 3, 244-245
Sigman, M., & Ruskin, E. (1999). Continuity and change in the social competence of children with autism. Monograph of the Society for Research in Child Development, 64, serial no.256.
Sigman, M., & Sena, R. (1993). Pretend play in high-risk and developmentally delayed children. In M. H. Bornstein, A. O’Reilly (Eds.), New directions for child development: The role of play in the development of thought (Vol. 59, pp. 29-42). San Francisco: Jossey-Bass.
Sigman, M., & Ungerer, J. (1984). Cognitive and language skills in autistic, mentally retarded, and normal children. Developmental Psychology, 20, 293-302.
Smilansky, S. (1968). The effects of sociodramatic play on disadvantaged preschool children. New York: Wiley.
Smith, T., Groen, A. D., Wynn, J. W. (2000). Randomized trail of intensive early intervention for children with pervasive developmental disorder. American Journal on Mental Retardation, 105, 269-285.
Slaughter, V., & McConnell, D. (2003). Emergence of joint attention: Relationships between gaze following, social referencing, imitation, and naming in infancy. The Journal of Genetic Psychology, 164, 54-71.
Sparrow, S. S., Cicchetti, D. V., & Bella, D. A. (2005). Vineland Adaptive Behavior Scales (2nd Eds.) Circle Pines, MN: American Guidance Service.
Stern, D. N. (1985). The interpersonal world of the human infants. NY: Basic Books.
Stone, W. L., Coonrod, E. E., & Ousley, O. Y. (2000). Screening tool for autism in two-year-olds (STAT): Developmental and preliminary data. Journal of Autism and Developmental Disorders, 30, 607-612.
Stone, W. L., Coonrod, E. E., Turner, L. M., & Pozdal, S. L. (2004). Psychometric properties of the STAT for early autism screening. Journal of Autism and Developmental Disorders, 34, 691-701.
Stone, W. L., Lee, E. B., Ashford, L., Brissie, J., Hepburn, S. L., Coonrod, E. E., et al. (1999). Can autism be diagnosed accurately in children under 3 years? Journal of Child Psychology and Psychiatry, 40, 219-226.
Stone, W. L., Lemanek, K. L., Fishel, P. T., Fernadez, M. C., & Altemeier, W. A. (1990). Play and imitation skills in the diagnosis of autism in young children. Pediatrics, 86, 267-272.
Stone, W., Ousley, O.Y., Hepburn, S.L., Hogan, K.L., & Brown, C.S. (1999). Patterns of adaptive behavior in very young children with autism. American Journal on Mental Retardation, 104, 187-199.
Stone, W. L., Ousley, O. Y., & Little, C. D. (1997). Motor imitation in young children with autism：What’s the object？. Journal of Abnormal Child Psychology, 25(6), 475-785.
Stone, W. L., Ousley, O. Y., Yoder, P. J., Hogan, K. L., & Hepburn, S. L. (1997). Nonverbal communication in two- and three-year-old children with autism. Journal of Autism and Developmental Disorders, 27, 677-696.
Stone, W.L., & Yoder, P.J. (2001). Predicting spoken language level in children with autism spectrum disorders. Autism, 5, 341-361
Striano, T., & Bertin, E. (2005). Social-cognitive skills between 5 and 10 months of age. British Journal of Developmental Psychology, 23, 1-11.
Striano, T., Tomasello, M., & Rochat, P. (2001). Social and object support for early symbolic play. Developmental Science, 4, 442-455.
Szatmari, P., Bryson, S. E., Boyle, M. H., & Duku, E. (2003). Predictors of outcome among high functioning children with autism and Asperger syndrome. Journal of Child Psychology and Psychiatry, 44, 520-528.
Tilton J. R. & Ottinger D. R. (1964). Comparison of toy play behavior of autistic, retarded and normal children. Psychological Reports, 15, 967-975.
Tomasello, M. (1995). Joint attention as social cognition. In C. Moore, & P. Dunham (Eds.), Joint attention: It’s origins and role in development (pp. 85-101). NJ： Lawrence Erlbaum Associates.
Tomasello, M., Kruger, A. C., & Ratner, H. H. (1993). Cultural learning. Behavior and Brain Science, 16, 495-552.
Tomasello, M., & Farrar, M. J. (1986). Joint attention and early language. Child Development, 57, 1454-1463.
Toth, K., Munson, J., Meltzoff, A. N., & Dawson, G. (2006). Early predictors of communication development in young children with spectrum disorders: Joint attention, imitation, and toy play. Journal of Autism and Developmental Disorders, 36, 993-1005
Trevarthen, C., & Hubley, P. (1978). Secondary intersubjectivity: Confidence, confiding and acts of meaning in the first years. In A. Lock (Ed.), Action, gesture, and symbol: The emergence of language (pp. 183-230). New York: Academic.
Trevarthen, C., Kokkinaki, T., & Fiamenghi, G. O. ( 1999). What infants’ imitations communicate: With mothers, with fathers, and with peers. In N. Jacqueline & G. Butterworth（Eds.）, Imitation in infancy (pp.127-185). Cambridge: Cambridge University Press.
Tremblay, H., & Rovira, K. (2007). Joint visual attention and social triangular engagement at 3 and 6 months. Infant behavior and Development, 30, 366-379.
Turner, L., Pozdol, S., Ulman, T. C., & Stone, W. (2003). The relation between social-communicative skills and language development in young children with autism. Poster presented at the Society for Research in Child Development, Tampa, FL.
Ungerer, J. A., & Sigman, M. (1981). Symbolic play and language comprehension in autistic children. Journal of the American Academy of Child Psychiatry, 20, 318-337.
Ungerer, J. A., & Sigman, M. (1984). The relation of play and sensorimotor behavior to language in the second year. Child Development, 55, 1448-1455.
Uzgiris, I. C. (1999). Imitation as activity: It’s developmental aspects. In N. Jacqueline & G. Butterworth(Eds.), Imitation in infancy (pp.186-206). Cambridge: Cambridge University Press.
Uzgiris, I. C. & Hunt, J.M. (1975). Assessment in infancy: Ordinal scales of psychological development. Urbana: University of Illinois.
Ventor, A., Lord., C., & Schopler, E. (1992). A follow-up study of high-functioning autistic children. Journal of Child Psychology and Psychiatry, 33, 489-507.
Werner, H., & Kaplan, B. (1963). Symbol formation. Oxford: Wiley.
Wetherby, A., Watt, N., Morgan, L., & Shumway, S. (2007). Social communication profiles of children with autism spectrum disorders late in the second year of life. Journal of Autism and Developmental Disorders, 37, 960-975.
Whalen, C., & Schreibman, L. (2003). Joint attention training for children with autism using behavior modification procedures. Journal of Child Psychology and Psychiatry, 44, 456-468.
Whalen, C., Schreibman, L., & Ingersoll, B. (2006). The collateral effects of joint attention training on social initiations, positive affect, imitation, and spontaneous speech for young children with autism. Journal of Autism and Developmental Disorders, 36, 655-664.
Williams E., Reddy V. & Costall A. (2001). Taking a closer look at functional play in children with autism. Journal of Autism and Developmental Disorders, 31, 67-77.
Williams, J. H. G. (2008). Self-other relations in social development and autism: Multiple roles for mirror neurons and other brain bases. Autism Research, 1, 73-90.
Williams, J. H. G., Whiten, A., & Singh, T. (2004). A systematic review of action imitation in autistic spectrum disorders. Journal of Autism and Developmental Disorder, 34, 285-299.
Wing, L. & Gould, E. (1979). Severe impairments of social interaction and associated abnormalities in children: Epidemiology and classification. Journal of Autism and Developmental Disorders, 9, 115-129.
Wing L., Gould J., Yeates S. R. & Brierly L. M.（1977）. Symbolic play in severely mentally retarded and autistic children. Journal of Child Psychology and Psychiatry, 18, 167-178.
Wu, C. C., Chiang, C. H., & Hou, Y. M. (sumitted). Do Children with Autism Spectrum Disorders Have Imitation Impairments? A two time points study.
Wulf, S. B. (1985). The symbolic and object play of children with autism: A review. Journal of Autism and Developmental Disorders, 15, 139-148.
Yoder, P., & Stone, W. L. (2006). A randomized comparison of the effect of two prelinguistic communication tnterventions on the acquisition of spoken communication in preschoolers with ASD. Journal of Speech, Language, and Hearing Research, 49, 698-711.
Young, R. L., Brewer, M., & Pattison, C. (2003). Parental identification of early abnormalities in children with autistic disorder. Autism, 7, 125-143.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關書籍
 
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：869（臺灣：863，外國：6） ／ 本年度總使用人次：1695817 ／ 訪客人次（自102年09月）：67500509
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上