Effects of Joint Attention Mediated Learning for toddlers with autism spectrum disorders: An initial randomized controlled study

Joint Attention and Occupations for Children and Families Living with Autism Spectrum Disorder: A Scoping Review

“…Five studies featured multiple baseline single-group design, with a fewer number of participants ranging from two to six per study (Franco et al, 2013;Jones et al, 2006;Martins & Harris, 2006;Rocha et al, 2007;Vismara & Lyons, 2007). (Franco et al, 2013;Gulsrud et al, 2007;Jones et al, 2006;Kim et al, 2008Kim et al, , 2009Lawton & Kasari, 2012a, 2012bMartins & Harris, 2006;Schertz et al, 2013;Vismara & Lyons, 2007;Wong, 2013); response to JA and overall JA behaviors (Kasari et al, 2010;Kim et al, 2008;Rocha et al, 2007;Schertz et al, 2013;Wong, 2013); and initiating JA skills (Franco et al, 2013;Ingersoll, 2012;Jones et al, 2006;Kaale et & Kasari, 2012b;Rocha et al, 2007;Schertz et al, 2013;Vismara & Lyons, 2007;Yoder & Stone, 2006 (Chiang et al, 2016;Jones et al, 2006;Kasari et al, 2010;Rocha et al, 2007;Vismara & Lyons, 2007). Similar findings indicate that teachers of children living with ASD can effectively elicit JA skills in classroom settings following targeted intervention training from interventionists (Kaale et al, 2012;Lawton & Kasari, 2012b;…”

“…Fourteen studies used structured or standardized assessments, contributing to the strength of the research findings (Chiang et al, 2016;Franco et al, 2013;Ingersoll, 2012;Kaale et al, 2012;Kasari et al, 2006Kasari et al, , 2010Kim et al, 2008;Lawton & Kasari, 2012a, 2012bRocha et al, 2007;Schertz et al, 2013;Wong, 2013;Wong et al, 2007;Yoder & Stone, 2006). Of the studies that incorporated video recording for the purpose of analyzing observational data, nearly all of them used some combination of blinded, independent assessors to code data with documentation of acceptable levels of interobserver agreement, thus contributing to the strength of the experimental design (Chiang et al, 2016;Franco et al, 2013;Gulsrud et al, 2007;Jones et al, 2006;Kaale et al, 2012;Kasari et al, 2010;Kim et al, 2009;Lawton & Kasari, 2012b;Schertz et al, 2013;Vismara & Lyons, 2007;Wong, 2013;Yoder & Stone, 2006).…”

“…Of the studies that incorporated video recording for the purpose of analyzing observational data, nearly all of them used some combination of blinded, independent assessors to code data with documentation of acceptable levels of interobserver agreement, thus contributing to the strength of the experimental design (Chiang et al, 2016;Franco et al, 2013;Gulsrud et al, 2007;Jones et al, 2006;Kaale et al, 2012;Kasari et al, 2010;Kim et al, 2009;Lawton & Kasari, 2012b;Schertz et al, 2013;Vismara & Lyons, 2007;Wong, 2013;Yoder & Stone, 2006). All included studies incorporated measures to control for bias and contribute to the quality of the research in the current investigation.…”

“…It was determined that all of the remaining studies in this analysis are classified as Level I, II, or III based on the AOTA evidence standards (AOTA, 2012). Of the 19 included studies, a majority (n = 13) featured randomized controlled trial (RCT) designs with subject numbers ranging from 10 to 61, with an average of 37 participants across all RCTs (Gulsrud et al, 2007;Ingersoll, 2012;Kaale et al, 2012;Kasari et al, 2006Kasari et al, , 2010Kim et al, 2008Kim et al, , 2009Lawton & Kasari, 2012a, 2012bSchertz et al, 2013;Wong, 2013;Wong et al, 2007;Yoder & Stone, 2006). One study featured a non-randomized controlled trial design, with an equivalent sample size of 34 participants (Chiang et al, 2016).…”

“…JA intervention (JAI) is defined as the teaching of JA skills, and this approach to intervention has been researched extensively in the past decade (Chiang et al, 2016;Franco, Davis, & Davis, 2013;Gulsrud, Kasari, Freeman, & Paparella, 2007;Ingersoll, 2012;Jones, Carr, & Feeley, 2006;Kaale, Smith, & Sponheim, 2012;Kasari, Freeman, & Paparella, 2006;Kasari et al, 2010;Kim, Wigram, & Gold, 2008, 2009Lawton & Kasari, 2012a, 2012bMartins & Harris, 2006;Rocha, Schreibman, & Stahmer, 2007;Schertz, Odom, Baggett, & Sideris, 2013;Vismara & Lyons, 2007;Wong, 2013;Wong, Kasari, Freeman, & Paparella, 2007;Yoder & Stone, 2006). JA teaching strategies tend to incorporate principles from applied behavior analysis in the context of a table-top play routine or a naturalistic play setting (Kasari et al, 2010).…”