Parent implemented joint attention intervention for preschoolers with autism.

Abstract

The identification of deficits in joint attention skills in children with autism has resulted in the recent development and demonstration of intervention procedures to remediate such impairments. In this study parents utilized behavioral intervention procedures (i.e., discrete trial instruction and pivotal response training strategies) to teach 3 preschoolers with autism to respond to others' joint attention directives and to initiate joint attention. Results replicate previous research using discrete trial instruction and pivotal response training strategies while demonstrating parents could effectively utilize the intervention procedures to teach joint attention skills. Given the extent to which autism can drastically impair social and communicative behaviors, it is important to develop interventions that specifically address early developing skills such as joint attention and can be effectively utilized by parents within the home environment.

The Effect of Prompts within Embedded Circumscribed Interests to Teach Initiating Joint Attention in Children with Autism Spectrum Disorders

“…However, the third child (Matt) did not master IJA with CI-embedded materials, but did so once preferred materials were used. These results support previous results that prompt fading paired with time delay and reinforcement is an effective intervention to teach IJA (Jones 2009;Jones et al 2006;Jones and Feeley 2007), but suggests that the choice of materials may have an effect on the acquisition of the target response.…”

Efficacy of interventions to improve feeding difficulties in children with autism spectrum disorders: a systematic review and meta‐analysis

“…), and many parent‐based behavioural studies for children with ASD have identified successful outcomes for participants (Kashinath et al . ; Jones & Feeley ). Analysis of the IRD data identified a trend towards slightly improved feeding therapy outcomes in children where the parent was trained as the therapist.…”

Emotional Cognition: Theory of Mind and Face Recognition

“…Numerous studies proved that these early joint attention behaviours (initiation, response or maintain) are impaired in children with ASD (Bono, Daley, & Sigman, 2004;Loveland & Landry, 1986;Mundy & Crowson, 1997;Mundy & Gomes, 1998;Smith, Mirenda, & ZaidmanZait, 2007;Toth, Munson, Meltzoff, & Dawson, 2006;Vaughan et al, 2003) and they are a target of training (Hwang & Hughes, 2000;Jones, 2009;Jones & Carr, 2004;Jones, Carr, & Feeley, 2006;Jones & Feeley, 2007;Kasari, Freeman, & Paparella, 2001bWhalen & Schreibman, 2003;Whalen, Schreibman, & Ingersoll, 2006). Some studies pointed out that their joint attention ability skills are positively linked to or are predictive of their skills in ToM (Baron-Cohen, 1991cGattegno, Ionescu, Malvy, & Adrien, 1999;Phillips, Baron-Cohen, & Rutter, 1992;Robertson, Tanguay, L'Ecuyer, Sims, & Waltrip, 1999;Tourrette et al, 2000;Yirmiya, Pilowsky, SolomonicaLevi, & Shulman, 1999).…”