Initiating and responding to joint attention bids in children with autism: A review of the literature

Meindl, James N.; Cannella-Malone, Helen I.

doi:10.1016/j.ridd.2011.02.013

Cited by 101 publications

(69 citation statements)

References 34 publications

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“…Considerados conjuntamente, os 18 estudos analisados mostraram que a AC pode ser ensinada para pessoas com autismo por meio de intervenções comportamentais, mas que a RAC, replicando os dados da literatura sobre AC, é mais facilmente instalada do que a IAC (MacDonald et al, 2006;Meindl & Cannella-Malone, 2011;White et al, 2011). Uma das explicações para as dificuldades da aquisição de IAC parece estar na exigência de um pré-requisito de "motivação social" a qual é estabelecida quando as consequências mediadas pelos adultos já adquiriram função reforçadora (Isaksen & Holth, 2009).…”

Section: Discussionunclassified

Intervenções Comportamentais no Ensino de Atenção Conjunta para Crianças com Autismo: Uma revisão de literatura

Bacelar

Souza

2014

Inter. Psicol.

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RESUMOEste trabalho revisou estudos baseados na metodologia e procedimentos da Análise do Comportamento que investigaram o ensino da atenção conjunta (AC) para crianças com autismo, procurando descrever e analisar as variáveis envolvidas no ensino de resposta de atenção conjunta (RAC) e de iniciação de atenção conjunta (IAC). Foram avaliados: componentes da AC e classes de respostas de RAC e IAC treinados; procedimentos utilizados; estímulos discriminativos e reforçadores usados; participação de familiares; e resultados de aquisição e generalização. Os resultados da revisão mostraram o sucesso em estabelecer RAC e IAC através de procedimentos comportamentais e apontam quais estratégias podem favorecer a manutenção e generalização desses repertórios. Sugere-se a necessidade de estudos que avaliem a relação entre AC e operantes verbais básicos.Palavras-chave: atenção conjunta; autismo; procedimentos comportamentais. ABSTRACT Behavioral interventions for teaching joint attention to children with autism:A literature review This paper reviewed studies based on Behavior Analysis methodologies and procedures that investigated the teaching of joint attention (JA) for children with autism, trying to describe and analyze the variables involved in teaching joint attention responses (JAR) and initiation of joint attention (IJA). The following aspects were evaluated: JA components and responses classes for JAR and IJA trained; procedures used; discriminative stimuli and reinforcers used; family participation, and; results for acquisition and generalization. The results of the review showed the success in establishing RJA and IJA through behavioral procedures and indicated some strategies that may favor the maintenance and generalization of these repertoires. Futures studies should be carried out to investigate the relationship between JA acquisition and basic verbal operants.

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Section: Discussionunclassified

Intervenções Comportamentais no Ensino de Atenção Conjunta para Crianças com Autismo: Uma revisão de literatura

Bacelar

Souza

2014

Inter. Psicol.

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“…Children with ASD have demonstrated difficulty following the gaze of an adult in joint attention tasks (for a review, see Meindl & Cannella-Malone, 2011). And this deficit is observed alongside difficulties with learning new object names (Baron-Cohen, Baldwin, & Crowson, 1997;McDuffie, Yoder, & Stone, 2006;Parish-Morris, Hennon, Hirsh-Pasek, Golinkoff, & Tager-Flusberg, 2007;Preissler & Carey, 2005).…”

Section: Joint Attentionmentioning

confidence: 99%

Beyond the Black-and-White of Autism: How Cognitive Performance Varies with Context

Amaral¹,

Collins²,

Bohache³

et al. 2012

Current Topics in Children's Learning and Cognition

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“…In some programs, the JA skills (to respond to and/or initiate social interactions) were taught directly to the child by the researcher (Meindl & Cannella-Malone, 2011;White et al, 2011); while others focused on the primary caregivers, usually the mothers, for the implementation of these skills (Aldred, Green, & Adams, 2004;Kasari, Gulsrud, Wong, Kwon, & Locke, 2010;McConachie, Randle, Hammal, & Le Couteur, 2005;Vismara, Colombi, & Roger, 2009).…”

mentioning

confidence: 99%

Intervention in Autism: Social Engagement Implemented by Caregivers

Santos

Garotti

Caldas

et al. 2015

Paidéia (Ribeirão Preto)

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To become involved in states of social engagement with their caregivers is a core deficit of children with autism. This study verified the effectiveness of an intervention with caregivers for the promotion of social engagement in their children with autism. The interactions of seven dyads were video recorded before, during and after the intervention in order to record the duration of eleven states of the children’ attention engagement, coded as social engagement (SE) or non-social engagement (NSE). Eight hours of intervention were divided into meetings with all the caregivers and into individualized monitoring. After the intervention, significant differences were observed regarding the increase of SE and in the decrease of NSE and these gains were maintained at follow-up. The increase in SE was positively associated with the degree of caregivers’ adherence to the treatment. We conclude that short duration interventions can qualify caregivers as competent mediators to increase social engagements.

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Initiating and responding to joint attention bids in children with autism: A review of the literature

Cited by 101 publications

References 34 publications

Intervenções Comportamentais no Ensino de Atenção Conjunta para Crianças com Autismo: Uma revisão de literatura

Intervenções Comportamentais no Ensino de Atenção Conjunta para Crianças com Autismo: Uma revisão de literatura

Beyond the Black-and-White of Autism: How Cognitive Performance Varies with Context

Intervention in Autism: Social Engagement Implemented by Caregivers

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