Joint attention and symbolic play in young children with autism: a randomized controlled intervention study

Kasari, Connie; Freeman, Stephanny; Paparella, Tanya

doi:10.1111/j.1469-7610.2005.01567.x

Cited by 724 publications

(692 citation statements)

References 33 publications

(30 reference statements)

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“…Some may show signs of ADHD, languagebased learning disabilities, or other learning challenges. [8][9][10][11]217 Poorer outcomes are associated with lack of JA by 4 years of age and lack of functional speech by 5 years of age, 7,217 MR, seizures (especially with onset during adolescence), comorbid medical (eg, tuberous sclerosis) or psychiatric (eg, schizophrenia) disorders, and severe autistic symptoms, especially when associated with extreme "aloofness." Factors associated with better out-comes include early identification resulting in early enrollment in appropriate intervention programs 7,332 and successful inclusion in regular educational and community settings with typically developing peers.…”

Section: Prognosismentioning

confidence: 99%

“…6 It is critical that PCPs recognize the early signs of ASDs and be aware of new data that support better outcomes in children whose conditions are diagnosed early and who participate in appropriate intervention programs. [7][8][9][10][11] Because it is a chronic condition, the PCP also needs to feel comfortable with the ongoing care of children with ASDs within the context of the medical home. To support PCPs in the identification and care of children with ASD, the American Academy of Pediatrics (AAP) has developed and distributed several documents:…”

Section: And the Newer Diagnostic And Statistical Manual Of Mental DImentioning

confidence: 99%

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Identification and Evaluation of Children With Autism Spectrum Disorders

Johnson

Myers²

2007

Pediatrics

1,626

1,038

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Autism spectrum disorders are not rare; many primary care pediatricians care for several children with autism spectrum disorders. Pediatricians play an important role in early recognition of autism spectrum disorders, because they usually are the first point of contact for parents. Parents are now much more aware of the early signs of autism spectrum disorders because of frequent coverage in the media; if their child demonstrates any of the published signs, they will most likely raise their concerns to their child's pediatrician. It is important that pediatricians be able to recognize the signs and symptoms of autism spectrum disorders and have a strategy for assessing them systematically. Pediatricians also must be aware of local resources that can assist in making a definitive diagnosis of, and in managing, autism spectrum disorders. The pediatrician must be familiar with developmental, educational, and community resources as well as medical subspecialty clinics. This clinical report is 1 of 2 documents that replace the original American Academy of Pediatrics policy statement and technical report published in 2001. This report addresses background information, including definition, history, epidemiology, diagnostic criteria, early signs, neuropathologic aspects, and etiologic possibilities in autism spectrum disorders. In addition, this report provides an algorithm to help the pediatrician develop a strategy for early identification of children with autism spectrum disorders. The accompanying clinical report addresses the management of children with autism spectrum disorders and follows this report on page 1162 [available at www.pediatrics.org/cgi/content/full/120/5/1162]. Both clinical reports are complemented by the toolkit titled “Autism: Caring for Children With Autism Spectrum Disorders: A Resource Toolkit for Clinicians,” which contains screening and surveillance tools, practical forms, tables, and parent handouts to assist the pediatrician in the identification, evaluation, and management of autism spectrum disorders in children.

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Section: Prognosismentioning

confidence: 99%

Section: And the Newer Diagnostic And Statistical Manual Of Mental DImentioning

confidence: 99%

Identification and Evaluation of Children With Autism Spectrum Disorders

Johnson

Myers²

2007

Pediatrics

1,626

1,038

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“…However, appropriate intervention in early childhood, such as special education and behavioural programs, can be effective in improving the functioning of children with ASD in important developmental aspects, including communication skills, social interaction skills, cognitive skills, and academic skills (Johnson & Myers, 2007). Numerous studies have supported better outcomes in children whose symptoms are identified early and who participate in early intervention programs that target their unique deficits (Kasari, Freeman, & Paparella, 2006;Kelley, Paul, Fein, & Naigles, 2006;Sallows & Graupner, 2005).…”

Section: Introductionmentioning

confidence: 99%

Psychometric properties of the Chinese version of the Psychoeducational Profile – Third Edition – Caregiver Report

Shek

2015

Journal of Intellectual and Developmental Disability

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Background As a comprehensive measure for children with autism spectrum disorder (ASD), the Psychoeducational Profile -Third Edition (PEP-3) has been validated and widely used in the United States. This study attempted to investigate the psychometric properties of the Chinese version of the PEP-3 (CPEP-3) Caregiver Report. Method A total of 455 Chinese children diagnosed with ASD in Hong Kong and their parents participated in the study. Internal consistency, test-retest reliability, content validity, and concurrent validity of the CPEP-3 Caregiver Report were examined. Results The internal consistency and test-retest reliability of the subtests were good to excellent. Item discrimination and item difficulty findings were satisfactory. The measure also correlated well with the observer-rated Performance Test of the CPEP-3 and the Hong Kong Based Adaptive Behavior Scale. Conclusion The CPEP-3 Caregiver Report can be used as an objective supplementary assessment tool for early identification and intervention programming for children with ASD in the Chinese context.

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“…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).…”

mentioning

confidence: 99%

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

Eschenfelder¹,

Gavalas²

2017

The Open Journal of Occupational Therapy

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Background:Research reports that children living with autism spectrum disorder (ASD) may demonstrate deficits in social, emotional, behavioral, and communication skills, which adversely affect social participation and occupational engagement. Joint attention skills constitute any nonverbal communication that captures the attention of another to create a shared interactional experience. The components of joint attention can be targeted through intervention to promote occupational engagement in childhood co-occupations.

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Joint attention and symbolic play in young children with autism: a randomized controlled intervention study

Abstract: This randomized controlled trial provides promising data on the specificity and generalizability of joint attention and play interventions for young children with autism. Future studies need to examine the long-term effects of these early interventions on children's development.

Cited by 724 publications

References 33 publications

Identification and Evaluation of Children With Autism Spectrum Disorders

Identification and Evaluation of Children With Autism Spectrum Disorders

Psychometric properties of the Chinese version of the Psychoeducational Profile – Third Edition – Caregiver Report

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

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