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Atenção compartilhada e identificação precoce do autismo Translated title: Joint attention and early identification of autism

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      Abstract

      O objetivo desse artigo é discutir sobre o desenvolvimento da habilidade de atenção compartilhada e suas implicações para a identificação precoce do autismo. A revisão da literatura baseia-se nas teorias do desenvolvimento e em evidências empíricas. Para tanto, parte-se de uma discussão mais ampla acerca do desenvolvimento da comunicação e do conceito de intencionalidade, na qual inserem-se as principais questões sobre a habilidade de atenção compartilhada (AC). Subseqüentemente, focaliza-se a importância da presença da habilidade de AC no repertório comportamental da criança. Argumenta-se que déficits na habilidade de AC estão entre os mais fortes preditores de comprometimento do desenvolvimento infantil, em especial do autismo.

      Translated abstract

      The aim of this article is to discuss the development of the joint attention ability and its implications for the early identification of autism. The literature review is based on both developmental theories and empirical evidence. For this purpose, a wider discussion about the development of communication and the concept of intentionality is included within which the issues about the joint attention ability are inserted. Subsequently, the importance of the presence of the JA ability in the child's behavioral repertoire is focused. It is argued that the JA deficits are among the strongest predictors of developmental disorders, in particular of autism.

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      Most cited references 67

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      How to do Things with Words?

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        Structure and Strategy in Learning to Talk

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          Social and pragmatic deficits in autism: cognitive or affective?

          Autism is characterized by a chronic, severe impairment in social relations. Recent studies of language in autism also show pervasive deficits in pragmatics. We assume, uncontroversially, that these two deficits are linked, since pragmatics is part of social competence. This paper reviews the literature describing these deficits, and then considers two different psychological theories of these phenomena: the Affective theory and the Cognitive theory. Although the Affective theory makes better sense of the results from emotional recognition tasks, the Cognitive theory predicts the particular pattern of impaired and unimpaired social skills in autism, as well as the pragmatic deficits. These two theories might usefully be integrated in the future.
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            Author and article information

            Affiliations
            [1 ] Universidade Federal do Rio Grande do Sul Brazil
            Contributors
            Role: ND
            Journal
            prc
            Psicologia: Reflexão e Crítica
            Psicol. Reflex. Crit.
            Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul (Porto Alegre )
            0102-7972
            2002
            : 15
            : 1
            : 77-88
            S0102-79722002000100010 10.1590/S0102-79722002000100010

            http://creativecommons.org/licenses/by/4.0/

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            Product Information: SciELO Brazil

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