心理学Dissertation案例：社交沟融障碍（ASD）特征

通过采用调查问卷的方式，本研究探索有社交沟通障碍（ASD）的儿童的持续和分散的注意力能力的特征。结果显示，在表现出更大的 ASD 特征的儿童中，持续和分散的注意力能力似乎确实较差。线性回归表明，持续和分散的注意力可以解释某些 ASD 特征的差异，而不是其他特殊的亲社会行为，对此的原因进行了讨论。

The relationship between sustained and divided attentional abilities and Autistic Spectrum Disorder traits

（Title）

Abstract

Whilst social and communication impairments represent the defining features of Autistic Spectrum Disorders (ASDs), the proposed comorbidity between ASD and Attention Deficit Hyperactivity Disorder (ADHD; Leyfer, 2006) suggests attentional deficits may also be an underlying feature of ASD. The DSM-IV-TR precludes a dual-diagnosis of ASD with ADHD and symptoms of attention deficits are not included in the DSM-IV-TR or the ICD-10 diagnosis for ASD. There is currently inconsistent literature surrounding what types of attentional difficulties exist in ASD, if any. As undiagnosed ASDs are suspected to be a leading cause of expulsion from schools (Skuse et al, 2010), the present study aims to explore sustained and divided attentional abilities as they are known to have a relationship with academic performance (Gordon et al, 1994), in children across a continuum of autistic spectrum disorder traits, using a novel objective measure of attention. 80 children (M=40, F=40, aged 7-11) were recruited from a primary school in the ‘Born in Bradford’ cohort. Sustained attention was measured on tracking and cue-detection tasks on a tablet laptop, and divided attention was measured by performing both tasks together under dual-task conditions. Information was gathered for each child from their main teacher using the Strengths and Difficulties Questionnaire (Goodman et al, 2001); three subscales of which have previously been found to represent ASD traits (Iizuka et al, 2010; Russell et al, 2012). Results revealed that sustained and divided attention capacity does appear to be poorer in children who display greater ASD traits. Linear regressions suggest that sustained and divided attention explains more variance in certain ASD traits than others in particular pro-social behaviour, reasons for this are discussed. Further analysis with regression investigates the relationship between constituent components of the attention measures and each ASD trait measured.

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