Brief Report: Longitudinal Improvements in the Quality of Joint Attention in Preschool Children with Autism
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
Children with autism exhibit deficits in their quantity and quality of joint attention. Early autism intervention studies rarely document improvement in joint attention quality. The purpose of this study was to determine whether there was a change in joint attention quality for preschoolers with autism who were randomized to a joint attention intervention, symbolic play intervention, or a control group. Quality was defined as shared positive affect during joint attention as well as shared positive affect and utterances during joint attention. Interactions of group and time were found for both types of joint attention quality. During the follow up visits, the joint attention and symbolic play intervention groups produced more of these two types of joint attention quality than the control group.
- Adamson, L. B., & Bakeman, R. (1985). Affect and attention: Infants observed with mothers and peers. Child Development, 56, 582–593. CrossRef
- Adamson, L. B., & Russell, C. L. (1999). Emotion regulation and the emergence of joint attention. In P. Rochat (Ed.), Early social cognition: understanding others in the first months of life (pp. 281–297). Hillsdale: NJ: Erlbaum.
- Baron-Cohen, S. (1993). From attention-goal psychology to belief-desire psychology: The development of a theory of mind and is dysfunction. In S. Baron-Cohen, H. Tager-Fusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from autism. Oxford, UK: Oxford University Press.
- Beibrich, A. A., & Morgan, S. B. (2004). Self-regulation and affective expression during play in children with autism or Down Syndrome: A short-term longitudinal study. Journal of Autism and Developmental Disorders, 34, 439–448. CrossRef
- Bruner, J. (1983). Child’s talk: Learning to use language. New York: Norton.
- Dawson, G., Hill, D., Spencer, A., Galpert, L., & Watson, L. (1990). Affective exchanges between young autistic children and their mothers. Journal of Abnormal Child Psychology, 18, 335–345. CrossRef
- Hilbe, J. M. (2008). Negative binomial regression. New York: Cambridge University Press.
- Kasari, C., Sigman, M., Mundy, P., & Yirmiya, N. (1990). Affective sharing in the context of joint attention interactions of normal, autistic, and mentally retarded children. Journal of Autism and Developmental Disorders, 20, 87–100. CrossRef
- Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in children with autism: A randomized control joint attention intervention. Journal of Child Psychology and Psychiatry, 47, 611–620. CrossRef
- Kasari, C., Paparella, T., Feeman, S., & Jahromi, L. B. (2008). Language outcome in autism: Randomized comparison of joint attention and play interventions. Journal of Consulting and Clinical Psychology, 76, 125–137. CrossRef
- Lawton, K., & Kasari, C. (2010). Social development and intervention in young children with Autism Spectrum Disorders. Young Exceptional Children, 12, 66–74.
- Lifter, K., Sulzer-Azaroff, B., Anderson, S., & Cowdery, G. E. (1993). Teaching play activities to preschool children with disabilities: The importance of developmental considerations. Journal of Early Intervention, 17, 139–159. CrossRef
- Lord, C., Stroschuk, S., Rutter, M., & Pickles, A. (1993). Using the ADI-R to diagnose autism in preschool children. Infant Mental Health Journal, 14, 234–252. CrossRef
- Lord, C., Rutter, M. D., DiLavore, P., & Risi, S. (2001). Autism diagnostic observation schedule manual. Los Angeles, CA: Western Psychological Services.
- Loveland, K. A., & Landry, S. H. (1986). Joint attention and language in autism and developmental language delay. Journal of Autism and Developmental Disorders, 16, 335–349. CrossRef
- Mullen, E. (1989). Infant Mullen Scales of Early Learning. Cranston, RI: T.O.T.A.L. Child, Inc.
- Mundy, P., Delgado, C., Block, J., Venezia, M., Hogan, A., & Seibert, J. (2003). A manual for the abridged Early Social Communication Scales (ESCS). University of Miami: Unpublished.
- Mundy, P., Hogan, A., & Doelring, P. (1996). A preliminary manual for the abridged Early Social Communication Scales. Coral Gables, FL: University of Miami.
- Mundy, P., Kasari, C., & Sigman, M. (1992). Nonverbal communication, affective sharing, and intersubjectivity. Infant Behavior and Development, 15, 377–381. CrossRef
- Mundy, P., Sigman, M., Ungerer, J., & Sherman, T. (1986). Defining the social deficits of autism. The contribution of nonverbal communication measures. Journal of Psychology and Psychiatry, 27, 657–669. CrossRef
- Paparella, T. (2000). A developmental analysis of joint attention and requesting skills in young children with autism. Dissertation Abstracts International Section A: Humanities and Social Sciences, 61(2-A), 497.
- Reynell, J. K. (1977). Reynell developmental language scales (revised). Windsor, England: NFER Publishing Co.
- Tomasello, M., & Farrar, M. J. (1986). Joint attention and early language. Child Development, 57, 1454–1464. CrossRef
- Whalen, C., & Schriebman, L. (2003). Joint attention training for children with autism using behavior modification procedures. Journal of Child Psychology and Psychiatry and Allied Disciplines, 44, 456–468. CrossRef
- Whalen, C., Schreibman, L., & Ingersoll, B. (2006). The collateral effects of joint attention training on social initiations, positive affect, imitation, and spontaneous speech for young children with autism. Journal of Autism and Developmental Disorders, 36, 655–664. CrossRef
- Brief Report: Longitudinal Improvements in the Quality of Joint Attention in Preschool Children with Autism
Journal of Autism and Developmental Disorders
Volume 42, Issue 2 , pp 307-312
- Cover Date
- Print ISSN
- Online ISSN
- Springer US
- Additional Links
- Joint attention
- Shared positive affect
- Industry Sectors
- Author Affiliations
- 1. Center for Autism Research and Treatment, University of California, 68-268 Semel Institute, Los Angeles, CA, 90024, USA
- 2. Psychological Studies in Education and Center for Autism Research and Treatment, University of California, 68-268 Semel Institute, Los Angeles, CA, 90024, USA