000			02101cam a2200289 4500500
005			20250121055331.0
041			_afre
042			_adc
100	1	0	_aThommen, Évelyne _eauthor
700	1	0	_a Rossini, Emmanuelle _eauthor
700	1	0	_a Di Fulvio, Angela _eauthor
700	1	0	_a Rudelli, Nicola _eauthor
700	1	0	_a Cattelan, Corinne _eauthor
700	1	0	_a Zecchin, Melissa _eauthor
700	1	0	_a Guidetti, Michèle _eauthor
245	0	0	_aPointing in autism: Improvement in comprehension and production after six months of early intervention
260			_c2016.
500			_a22
520			_aThe pointing gesture, which in typical development appears towards the end of the first year, is considered to be crucial in the development of communication and language acquisition since, among other things, it provides access to a triadic communication comprising self, other, and object. The pointing gesture is usually considered dysfunctional in autism. It is either absent, or occurs less frequently than in typical development, or with less diverse functions. The objective of the research presented here was to examine the effect of a social development intervention on the production and understanding of the pointing gesture in 34 children with ASD (Autism Spectrum Disorder) aged 19 to 43 months. Data resulted from tests carried out with the ECSP—the French version of the Early Social Communication Scales (Guidetti & Tourrette, 1993/2009) before and after a six-month-long early intervention focused on social abilities. The results show a substantial improvement in the production and comprehension of pointing gestures after the intervention. We discuss these results from the perspective of the effects of autism intervention on communicative dysfunctions.
690			_aproduction
690			_aautism
690			_asocial intervention
690			_apointing
690			_acomprehension
786	0		_nEnfance | o 4 | 4 | 2016-12-01 | p. 445-459 | 0013-7545
856	4	1	_uhttps://shs.cairn.info/journal-enfance2-2016-4-page-445?lang=en&redirect-ssocas=7080
999			_c472201 _d472201