Joint attention and social referencing in children with autism: a behavior-analytic approach

Monlux, Katerina; Peláez, Martha; Holth, Per

doi:10.1080/15021149.2019.1644831

Cited by 10 publications

(5 citation statements)

References 64 publications

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“…He imitated the parent's behavior or words appropriate in the situation. As with previous research results [36,37], he had limited eye contact with people around him and did not look at the parent's face directly while receiving the parent's feedback during his disengagement. This shows that he could refer to the parent's responses when the feedback involved voice or hand movements, but not facial expressions.…”

Section: Discussionsupporting

confidence: 66%

“…Typically developing children observed others' facial expressions when deciding how to behave in such irregular situations. In contrast, children with ASD in previous studies showed limited to no social referencing [36,37]. On the other hand, a study which investigated social referencing with a robot and a parent from 20 children aged 4 to 5 years found that all participants showed social referencing behaviors with their parents.…”

Section: Social Referencingmentioning

confidence: 75%

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Parental Influence in Disengagement during Robot-Assisted Activities: A Case Study of a Parent and Child with Autism Spectrum Disorder

Kim

Hirokawa

Funahashi

et al. 2022

MTI

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We examined the influence of a parent on robot-assisted activities for a child with Autism Spectrum Disorder. We observed the interactions between a robot and the child wearing a wearable device during free play sessions. The child participated in four sessions with the parent and interacted willingly with the robot, therapist, and parent. The parent intervened when the child did not interact with the robot, considered “disengagement with the robot”. The number and method of intervention were decided solely by the parent. This study adopted video recording for behavioral observations and specifically observed the situations before the disengagement with the robot, the child’s behaviors during disengagement, and the parent’s intervention. The results showed that mostly the child abruptly discontinued the interactions with the robot without being stimulated by the surrounding environment. The second most common reason was being distracted by various devices in the play sessions, such as the wearable device, a video camera, and a laptop. Once he was disengaged with the robot, he primarily exhibited inappropriate and repetitive behaviors accentuating the symptoms of autism spectrum disorder. The child could re-initiate the interaction with the robot with an 85% chance through the parent’s intervention. This suggests that engagement with a robot may differ depending on the parent’s participation. Moreover, we must consider types of parental feedback to re-initiate engagement with a robot to benefit from the therapy adequately. In addition, environmental distractions must be considered, especially when using multiple devices for therapy.

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Section: Discussionsupporting

confidence: 66%

Section: Social Referencingmentioning

confidence: 75%

Parental Influence in Disengagement during Robot-Assisted Activities: A Case Study of a Parent and Child with Autism Spectrum Disorder

Kim

Hirokawa

Funahashi

et al. 2022

MTI

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“…Eye contact is considered a prerequisite skill for joint attention [4]. Eye contact is critical during infant development for learning gestural communication and referencing for cues and later acquisition of communicative behaviors; therefore, it is essential that it is learned so that more complex derived skills can be acquired more quickly and at the highest possible level [5,6]. Early intervention is critical to address early social deficits and avoid a cascade of impairments in learning and development [7,8].…”

Section: Introductionmentioning

confidence: 99%

Exploring the Acquisition of Social Communication Skills in Children with Autism: Preliminary Findings from Applied Behavior Analysis (ABA), Parent Training, and Video Modeling

Bordini,

Moya,

Asevedo

et al. 2024

Brain Sciences

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Social communication skills, especially eye contact and joint attention, are frequently impaired in autism spectrum disorder (ASD) and predict functional outcomes. Applied behavior analysis is one of the most common evidence-based treatments for ASD, but it is not accessible to most families in low- and middle-income countries (LMICs) as it is an expensive and intensive treatment and needs to be delivered by highly specialized professionals. Parental training has emerged as an effective alternative. This is an exploratory study to assess a parental intervention group via video modeling to acquire eye contact and joint attention. Four graded measures of eye contact and joint attention (full physical prompt, partial physical prompt, gestural prompt, and independent) were assessed in 34 children with ASD and intellectual disability (ID). There was a progressive reduction in the level of prompting required over time to acquire eye contact and joint attention, as well as a positive correlation between the time of exposure to the intervention and the acquisition of abilities. This kind of parent training using video modeling to teach eye contact and joint attention skills to children with ASD and ID is a low-cost intervention that can be applied in low-resource settings.

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“…Deficits in social referencing may interfere with the development of essential abilities such as language, symbolic abilities, and general social‐cognitive processes in children (Monlux et al., 2019; Mundy et al., 1990). The possibility to accurately assess children's social referencing behavior should therefore be a part of a comprehensive mental health assessment.…”

Section: Introductionmentioning

confidence: 99%

The development and validation of The Social Referencing Observation Scale as a screening instrument for autism spectrum disorder

Lubomirska

Eldevik

Eikeseth

et al. 2022

Behavioral Interventions

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The Social Referencing Observation Scale (SoROS) was developed to assess social referencing behaviors and as a screening instrument to identify children at risk of autism spectrum disorder. It is quick and easy for preschool teachers to administer. The instrument assesses social referencing behaviors in three different scenarios, where the administrator expresses fear, pain, and joy. The participants were 56 children with autism and 204 typically developing children aged between 2.6 and 5 years. The inter‐rater agreement was high, and we found significant differences in scores between the autism spectrum disorder group and the group of typically developing children. The SoROS predicted an autism spectrum disorder diagnosis with excellent sensitivity and specificity. More research is needed with a larger and more diverse group of children.

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Joint attention and social referencing in children with autism: a behavior-analytic approach

Cited by 10 publications

References 64 publications

Parental Influence in Disengagement during Robot-Assisted Activities: A Case Study of a Parent and Child with Autism Spectrum Disorder

Parental Influence in Disengagement during Robot-Assisted Activities: A Case Study of a Parent and Child with Autism Spectrum Disorder

Exploring the Acquisition of Social Communication Skills in Children with Autism: Preliminary Findings from Applied Behavior Analysis (ABA), Parent Training, and Video Modeling

The development and validation of The Social Referencing Observation Scale as a screening instrument for autism spectrum disorder

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