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dc.contributor.authorGomez, Juan-Carlos
dc.identifier.citationGomez , J-C 2015 , ' Hand leading and hand taking gestures in autism and typically developing children ' , Journal of Autism and Developmental Disorders , vol. 45 , no. 1 .
dc.identifier.otherPURE: 157311589
dc.identifier.otherPURE UUID: 7f8cdc0e-9105-4631-b7cf-1b690045cec6
dc.identifier.otherWOS: 000347691700007
dc.identifier.otherScopus: 84925535652
dc.identifier.otherORCID: /0000-0002-0218-9834/work/64361110
dc.descriptionThis paper was partly funded by a Grant from the Baverstock Bequest to the School of Psychology and Neuroscience, University of St. Andrews.en
dc.description.abstractChildren with autism use hand taking and hand leading gestures to interact with others. This is traditionally considered to be an example of atypical behaviour illustrating the lack of intersubjective understanding in autism. However the assumption that these gestures are atypical is based upon scarce empirical evidence. In this paper I present detailed observations in children with autism and typically developing children, suggesting that hand-leading gestures may be an adaptive form of interaction in typically developing children neglected by mainstream developmental psychology. I conclude that, although there may be features differentiating how these gestures are used in autism and typical children, systematic research on them is needed to clarify their nature and significance for both typical and atypical development.
dc.relation.ispartofJournal of Autism and Developmental Disordersen
dc.rights© Springer Science+Business Media New York 2014. This work is made available online in accordance with the publisher’s policies. This is the author created, accepted version manuscript following peer review and may differ slightly from the final published version. The final publication is available at Springer via
dc.subject,Joint attentionen
dc.subjectBF Psychologyen
dc.titleHand leading and hand taking gestures in autism and typically developing childrenen
dc.typeJournal articleen
dc.contributor.institutionUniversity of St Andrews. School of Psychology and Neuroscienceen
dc.contributor.institutionUniversity of St Andrews. Institute of Behavioural and Neural Sciencesen
dc.contributor.institutionUniversity of St Andrews. Centre for Social Learning & Cognitive Evolutionen
dc.description.statusPeer revieweden

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