| 000 | 01728cam a2200265 4500500 | ||
|---|---|---|---|
| 005 | 20250121055339.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aGarry, Cécile _eauthor |
| 700 | 1 | 0 |
_a Cilia, Federica _eauthor |
| 700 | 1 | 0 |
_a Aguillon-Hernandez, Nadia _eauthor |
| 700 | 1 | 0 |
_a Landuré, Marie _eauthor |
| 700 | 1 | 0 |
_a Rovira, Katia _eauthor |
| 700 | 1 | 0 |
_a Brisson, Julie _eauthor |
| 245 | 0 | 0 | _aA longitudinal study of social orientation in preschool children with ASD |
| 260 | _c2017. | ||
| 500 | _a55 | ||
| 520 | _aChildren with ASD show less social-oriented behaviors, as demonstrated in ecological and also experimental situations. The main goal of this study is to understand the connection between the development of social-oriented skills in these two situations. Once a month within a year, 13 preschool children with ASD were filmed during daily classroom interactions in order to study visual attention behaviors directed towards adults (The Observer XT10 Noldus). In addition, these children saw faces and objects in a preference task using eye tracking. On the longitudinal plane, a reduction of the fixation count with regard to faces in the eye-tracking task is related to an improvement in the total duration of social orientation in class. Children’s progression can be related to their baseline score for the task and to their scores on ECSC scales at the beginning of the study. | ||
| 690 | _aIndividual Profiles | ||
| 690 | _aSocial Orienting | ||
| 690 | _aPreschool Children with ASD | ||
| 690 | _aDevelopment | ||
| 786 | 0 | _nEnfance | o 4 | 4 | 2017-12-25 | p. 477-481 | 0013-7545 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-enfance2-2017-4-page-477?lang=en&redirect-ssocas=7080 |
| 999 |
_c472270 _d472270 |
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