CAJ | 학술논문

共同注意是指两个人共同对某一事物加以注意，分享对该事物的兴趣，它是儿童社会认知发展的奠基性能力。首先，孤独症儿童共同注意发展主要体现在注视转换、主动展示、分享等能力发展滞后及缺陷：孤独症儿童共同注意的神经基础：应答性共同注意主要涉及后部皮层注意网络（如颞上沟后部，顶内沟等），自发性共同注意涉及前部皮层注意网络（如前扣带皮层、背内侧额叶等）；最后，以回合式教法和关键反应训练为基本方法，论述了共同注意干预的新近模式和效果评估。未来研究应在孤独症儿童的共同注意发展的年龄特征及机制、共同注意的脑区可塑性及脑网络的发展以及开发更有效的干预方法等方面展开大量研究。
공동주의시지량개인공동대모일사물가이주의，분향대해사물적흥취，타시인동사회인지발전적전기성능력。수선，고독증인동공동주의발전주요체현재주시전환、주동전시、분향등능력발전체후급결함：고독증인동공동주의적신경기출：응답성공동주의주요섭급후부피층주의망락（여섭상구후부，정내구등），자발성공동주의섭급전부피층주의망락（여전구대피층、배내측액협등）；최후，이회합식교법화관건반응훈련위기본방법，논술료공동주의간예적신근모식화효과평고。미래연구응재고독증인동적공동주의발전적년령특정급궤제、공동주의적뇌구가소성급뇌망락적발전이급개발경유효적간예방법등방면전개대량연구。
Autism spectrum disorders are viewed as a pervasive developmental disorder with complex neural basis, displayed marked deficits in joim attention in early infancy. Joint attention （JA） is a skill in which two people share attention with respect to interesting objects or events, and it is crucial for social cognitive development. Firstly, we compared the developmental characteristics of joint attention in autistic and typical developing children from the perspective of social cognitive development. The differences are mainly embodied in behavioral deficits, such as gaze shifting, showing and sharing. Based on the parallel and distributed information processing model of JA, we focused on the neural basis of two types of joint attention in autism： responding to joint attention （RJA） involves the posterior cortical attention network （parietal and temporal cortex mostly, e.g. pSTS and IPS）; Initiating joint attention （IJA） involves the anterior cortical attention network （frontal cortex mostly, e.g. cingulate cortex and MPFC）. In addition, we summarized two basic approaches： discrete trail teaching （DTT） and pivotal response training （PRT）, and discussed the advanced model and effectiveness evaluation of joint attention intervention. Future studies should focus on the development, brain networks and functional connections of joint attention in children with autism, as well as providing useful early interventions.