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Teaching Joint Attention: Assessing Generalization and Maintenance of Effects using Multiple Exemplar Training

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Abstract

The purpose of the present study was to evaluate the effects of multiple exemplar training and social reinforcement on the maintenance and generalization of joint attention initiations across toy classes. Three children with autism spectrum disorder (ASD) participated. After analyzing samples of joint attention initiations from neurotypical peers, a composite score was developed and used to evaluate joint attention initiations of the children with ASD. Gaze shifting and commenting were taught using social reinforcement in a multiple exemplar format. Training sessions were followed by probes of untrained stimuli both within and across toy classes. Results showed that the participants acquired both gaze shifting and commenting using social consequences as reinforcers. Following training, participants initiated joint attention with a frequency within the range of their typically developing peers. Multiple exemplar training was also effective in facilitating acquisition within classes and joint attention maintenance during follow-up probes. Additionally, all participants generalized the acquired skills to a class of untrained stimuli.

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Authors and Affiliations

  1. Constellations Behavioral Services, Portsmouth, NH, USA

    Brianne M. Fredericks

  2. Syracuse, NY, USA

    Sylvia Sze Ya Sng

  3. Regis College, Weston, MA, USA

    Diana Parry-Cruwys

  4. New England Center for Children, 33 Turnpike Rd., Southborough, MA, 01772, USA

    Rebecca P. F. MacDonald

Authors
  1. Brianne M. Fredericks
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  2. Sylvia Sze Ya Sng
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  3. Diana Parry-Cruwys
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  4. Rebecca P. F. MacDonald
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Contributions

BF and RM conceived of the research and contributed to the study design. BF and SY collected the data. BF and RM analyzed the data. BF wrote the first draft of the manuscript and RM was a major contributor in writing subsequent manuscript drafts. DP further contributed to the manuscript drafts. All authors read and approved the final manuscript.

Corresponding author

Correspondence to Rebecca P. F. MacDonald.

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There are no competing interests to declare in this manuscript related to Funding, Competing interests such as Editorial Board membership, Ethics approval, Consent, Data, Materials and/or Code availability and Authors’ contributions.

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Fredericks, B.M., Sng, S.S.Y., Parry-Cruwys, D. et al. Teaching Joint Attention: Assessing Generalization and Maintenance of Effects using Multiple Exemplar Training. J Autism Dev Disord 53, 1117–1129 (2023). https://doi.org/10.1007/s10803-022-05615-x

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  • DOI: https://doi.org/10.1007/s10803-022-05615-x

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