Background: Social interaction is impaired in autistic children; consequently, the interaction with the “social world of objects” is impaired as well. In a socio-material perspective (Iannaccone, 2015) the object is composed of material features and social components coexisting in the same object. Some autistic children show deficits in the use of objects: alterations in manipulation, exploration and describing. The object is a significant communicative mediator in social interaction between adults and children (Iannaccone, Savarese and Manzi, 2016). Thus, autistic children which do not present impairment in the use of the object show more social functions than impaired children, such as pointing (Bernabei, Camaioni and Levi, 1998), imitation (Vanvuchelen et al., 2013) and joint attention (Charman, 2003; Mundy, 2016). For instance, joint attention is typified by a subject-subject-object triangulation in which children alternate their eye gaze between the object and the other person (Trevarthen and Hubley, 1978). The main aim of this study is to analyze the understanding of social functions intrinsic in the object in verbal ASD through the use of material features of the object. In particular, the study evaluates correlation between “interaction with/through object” (material features of the object) and three social functions classically impaired in ASD: pointing, imitation and joint attention. Methods: we observed 43 verbal ASD children. The children were aged between the ending of the sensory-motor stage (24 months) and the beginning of the "Concrete Operational" thinking stage (68 months). The sample is divided in two sub-samples: sample1 (mean chronological age 47.3 months, SD 8.3 months) composed of 18 children acting and interacting through the object (children manipulate, explore, and sometimes describe the object); sample2 (mean chronological age 42.5 months, SD 12.8 months) composed of 25 children which do not act nor interact comprehensively with and through the object. The observations lasted 26 minutes on average and were transcribed on an ad hoc protocol. Children were observed during interaction with adults and with a small-size plastic toy. Results and Discussion: sample1 shows more social functions: pointing (66,7%), imitation (94,4%) and joint attention (61,1%). Sample2 shows less social functions: pointing (24%), imitation (60%) and joint attention (32%). Thus, autistic children showing a utter use of material features of the object and acting and interacting with and through objects present more social functions. On the other hand, children having alteration in the use of the object show less social functions. This difference might be due to inextricable connections between material features and social components of the object. Thus, impairments in the use of the material features might influence social interaction through the object. In conclusion, observations of autistic children during the interaction with and through the object help us understand a way to create a relationship space with these children.
Interaction with/through object and social functions in ASD children.
SAVARESE, Giulia
2017-01-01
Abstract
Background: Social interaction is impaired in autistic children; consequently, the interaction with the “social world of objects” is impaired as well. In a socio-material perspective (Iannaccone, 2015) the object is composed of material features and social components coexisting in the same object. Some autistic children show deficits in the use of objects: alterations in manipulation, exploration and describing. The object is a significant communicative mediator in social interaction between adults and children (Iannaccone, Savarese and Manzi, 2016). Thus, autistic children which do not present impairment in the use of the object show more social functions than impaired children, such as pointing (Bernabei, Camaioni and Levi, 1998), imitation (Vanvuchelen et al., 2013) and joint attention (Charman, 2003; Mundy, 2016). For instance, joint attention is typified by a subject-subject-object triangulation in which children alternate their eye gaze between the object and the other person (Trevarthen and Hubley, 1978). The main aim of this study is to analyze the understanding of social functions intrinsic in the object in verbal ASD through the use of material features of the object. In particular, the study evaluates correlation between “interaction with/through object” (material features of the object) and three social functions classically impaired in ASD: pointing, imitation and joint attention. Methods: we observed 43 verbal ASD children. The children were aged between the ending of the sensory-motor stage (24 months) and the beginning of the "Concrete Operational" thinking stage (68 months). The sample is divided in two sub-samples: sample1 (mean chronological age 47.3 months, SD 8.3 months) composed of 18 children acting and interacting through the object (children manipulate, explore, and sometimes describe the object); sample2 (mean chronological age 42.5 months, SD 12.8 months) composed of 25 children which do not act nor interact comprehensively with and through the object. The observations lasted 26 minutes on average and were transcribed on an ad hoc protocol. Children were observed during interaction with adults and with a small-size plastic toy. Results and Discussion: sample1 shows more social functions: pointing (66,7%), imitation (94,4%) and joint attention (61,1%). Sample2 shows less social functions: pointing (24%), imitation (60%) and joint attention (32%). Thus, autistic children showing a utter use of material features of the object and acting and interacting with and through objects present more social functions. On the other hand, children having alteration in the use of the object show less social functions. This difference might be due to inextricable connections between material features and social components of the object. Thus, impairments in the use of the material features might influence social interaction through the object. In conclusion, observations of autistic children during the interaction with and through the object help us understand a way to create a relationship space with these children.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
