An Expanded View of Joint Attention: Skill, Engagement, and Language in Typical Development and Autism

Adamson, Lauren B.; Bakeman, Roger; Suma, Katharine; Robins, Diana L.

doi:10.1111/cdev.12973

Cited by 124 publications

(106 citation statements)

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“…Children diagnosed with autism also show reduced joint attention during infancy and are impaired in their ability to use others' gaze cues in word learning tasks (Franchini et al, 2019). It is reported that early joint attention abilities are predictive of later language functioning and communication abilities in autism (Adamson et al, 2019;Dawson et al, 2004;Poon et al, 2012). Therefore, if early joint attention can be enhanced in children with autism at a young age, it may reduce later language impairments and improve communication.…”

Section: Communication Deficits As a Core Symptom Of Autismmentioning

confidence: 99%

Dancing Out for a Voice; a Narrative Review of the Literature Exploring Autism, Physical Activity and Dance.

Morris¹,

Hope²,

Foulsham³

et al. 2020

Preprint

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Autism Spectrum Disorders (ASDs) are characterised by profound deficits in social communication and social interaction, and repetitive patterns of behaviour, interests, or activities. Currently, few therapeutic interventions successfully target some of the unwanted symptoms associated with autism; such as limited communication. New research suggests that instead of combating all symptoms associated with ASD, scientific research should focus on providing therapeutic tools that target specific symptoms. Owing to the nature of physical activity, sports and dance (coordinate movement), these activities could provide opportunities to enhance communication skills and social development in children diagnosed with ASD. Therefore, this paper narratively reviews the literature surrounding communication and coordinated movement; delineating what is meant by communication deficits and exploring the benefits of coordinated movement for symptoms associated with ASD. Additionally, we investigate how various physical activities, with a strong focus on dance, can be used as a platform to enhance communication.

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Section: Communication Deficits As a Core Symptom Of Autismmentioning

confidence: 99%

Dancing Out for a Voice; a Narrative Review of the Literature Exploring Autism, Physical Activity and Dance.

Morris¹,

Hope²,

Foulsham³

et al. 2020

Preprint

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“…Joint attention is an early-developing social communicative skill where two people use gestures and gaze to share attention with respect to interesting objects or events. It plays a vital role in social and language development [12,21]. Children with ASD spent less time gazing at the eyes of the human face and at the pointed object by the teacher and spent more time gazing at irrelevant areas, such as a pencil case on a desk in the school classroom scene.…”

Section: Discussionmentioning

confidence: 99%

Eye gaze differences in school scenes between preschool children and adolescents with high-functioning autism spectrum disorder and those with typical development

Ishizaki

Higuchi

Yanagimoto

et al. 2020

Preprint

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Background: Children with autism spectrum disorder (ASD) sometimes find it difficult to adapt to the daily life in a nursery or at school and are likely to develop psychosomatic symptoms. For a better understanding on the difficulties that preschool children and adolescents with ASD face in their daily lives, this study aimed to identify the differences in eye gaze behavior in the classroom environment between children with ASD and those with typical development (TD). Methods: A total of 30 children with ASD and 49 children with TD were included. We presented images of a human face and a classroom setting and used eye tracking with an iView X system in evaluating and comparing how long the two groups gazed at specific regions of the visual stimuli. Results: Compared to children with TD, children with ASD spent less time gazing at the eyes of the human face and the object pointed by the teacher in the school classroom scene. Preschool children with no classroom experience and adolescents with TD spent the same amount of time looking at the eyes and the object pointed by the teacher in the school classroom scene. Conclusion: Children with ASD did not look at the eyes in the facial image or the object pointed at in the classroom image, which might indicate their inability to analyze situations, understand instruction in a classroom, or act appropriately in a group. It is suggested that these gaze behavior of the children with ASD cause maladaptation and psychosomatic symptoms. A therapeutic approach that focuses on joint attention is desirable for the improvement of their adaptation to the society for children with ASD.

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“…A less “mentalistic” interpretation could be proposed ( D’Entremont and Seamans, 2007 ), but these results nevertheless highlight children’s motivation for reinstating joint action toward a shared goal. The development of this capacity has received much attention from researchers, as the initiation of joint attention appears to be strongly related to language comprehension and production in the second and third year of life ( Colonnesi et al, 2010 ; Cochet and Byrne, 2016 ), as well as to theory of mind ability (e.g., Charman et al, 2000 ; Milward et al, 2017 ) in both typical and atypical development (e.g., Adamson et al, 2017 ).…”

Section: How Does Communication Develop In the Context Of Social Playmentioning

confidence: 99%

Contribution of Developmental Psychology to the Study of Social Interactions: Some Factors in Play, Joint Attention and Joint Action and Implications for Robotics

Cochet

Guidetti

2018

Front. Psychol.

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Children exchange information through multiple modalities, including verbal communication, gestures and social gaze and they gradually learn to plan their behavior and coordinate successfully with their partners. The development of joint attention and joint action, especially in the context of social play, provides rich opportunities for describing the characteristics of interactions that can lead to shared outcomes. In the present work, we argue that human–robot interactions (HRI) can benefit from these developmental studies, through influencing the human’s perception and interpretation of the robot’s behavior. We thus endeavor to describe some components that could be implemented in the robot to strengthen the feeling of dealing with a social agent, and therefore improve the success of collaborative tasks. Focusing in particular on motor precision, coordination, and anticipatory planning, we discuss the question of complexity in HRI. In the context of joint activities, we highlight the necessity of (1) considering multiple speech acts involving multimodal communication (both verbal and non-verbal signals), and (2) analyzing separately the forms and functions of communication. Finally, we examine some challenges related to robot competencies, such as the issue of language and symbol grounding, which might be tackled by bringing together expertise of researchers in developmental psychology and robotics.

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An Expanded View of Joint Attention: Skill, Engagement, and Language in Typical Development and Autism

Cited by 124 publications

References 50 publications

Dancing Out for a Voice; a Narrative Review of the Literature Exploring Autism, Physical Activity and Dance.

Dancing Out for a Voice; a Narrative Review of the Literature Exploring Autism, Physical Activity and Dance.

Eye gaze differences in school scenes between preschool children and adolescents with high-functioning autism spectrum disorder and those with typical development

Contribution of Developmental Psychology to the Study of Social Interactions: Some Factors in Play, Joint Attention and Joint Action and Implications for Robotics

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