A Precision Teaching Framework for Training Autistic Students to Respond to Bids for Joint Attention

Abstract

Precision teaching has historically been primarily applied to academic skills. This study aimed to show how precision teaching could enhance the application of existing evidence-based interventions focused on crucial pre-academic skills, such as joint attention. Joint attention is typically broken into two categories: responding to bids for joint attention (RJA) and initiating joint attention (IJA). This study developed RJA using precision teaching and play-based, natural environment teaching. Four autistic students, aged between 5 and 6, attending a special education school in England participated. Six prerequisite skills were trained in two triads during 15-min sessions for three weeks. RJA was then targeted, and participants needed three, four, five, and seven days, respectively, to master it. A concurrent multiple baseline design across participants was used for all skills. Participants improved across all skills with moderate effect sizes that were maintained five weeks post-intervention. Moreover, participants demonstrated steep learning rates measured via celeration, low variability measured via the bounce metric, and a maintenance of performance improvements during the assessment of endurance, stability, and generalization. The results suggest that autistic students can quickly improve their RJA skills and demonstrate fluency in them. However, the results are tentative and require replication while addressing the limitations that have been identified. Integrating precision teaching and naturalistic approaches could offer practitioners additional information about the impact of existing evidence-based interventions on developing RJA and related skills.