Assessment of joint attention in school-age children and adolescents

Bean, J.; Eigsti, Inge‐Marie

doi:10.1016/j.rasd.2012.04.003

Cited by 28 publications

(28 citation statements)

References 20 publications

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“…We used the Joint Attention Test (JTAT) (Bean & Eigsti, 2012), modified with permission of Dr. Eigsti, to assess changes in responsive JA from the pretest to the posttest session. To the best of our knowledge, the JTAT is the only valid and reliable measure of JA in school-age children.…”

Section: Methodsmentioning

confidence: 99%

The effects of embodied rhythm and robotic interventions on the spontaneous and responsive social attention patterns of children with autism spectrum disorder (ASD): A pilot randomized controlled trial

Srinivasan

Eigsti

Neelly

et al. 2016

Research in Autism Spectrum Disorders

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We compared the effects of 8-weeks of rhythm and robotic interventions with those of a comparison, standard-of-care intervention, on the spontaneous and responsive social attention patterns of school-age children with Autism Spectrum Disorder. Attention patterns were examined within a standardized pretest/posttest measure of joint attention (JA) and a training-specific social attention measure during early, mid, and late training sessions. The rhythm and comparison groups demonstrated improvements in JA. Social attention was greater in the rhythm followed by the robot and lastly the comparison group. The robot and comparison groups spent maximum time fixating on the robot and objects, respectively. Across sessions, the robot group decreased attention to the robot and increased attention to elsewhere. Overall, rhythmic movement contexts afford sustained social monitoring in children with autism.

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Section: Methodsmentioning

confidence: 99%

The effects of embodied rhythm and robotic interventions on the spontaneous and responsive social attention patterns of children with autism spectrum disorder (ASD): A pilot randomized controlled trial

Srinivasan

Eigsti

Neelly

et al. 2016

Research in Autism Spectrum Disorders

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“…Despite extensive behavioral research on JA ( Bean and Eigsti, 2012 , Charman, 2003 , Dawson et al, 2004 , Naber et al, 2008 ), data on the underlying neuronal mechanisms remain scarce, to date ( Pfeiffer et al, 2014 , Schilbach et al, 2010 ). Previous fMRI studies relied on subjects' mere observation of gaze cues to investigate JA ( Materna et al, 2008 , Williams et al, 2005 ).…”

Section: Introductionmentioning

confidence: 99%

Young adolescents with autism show abnormal joint attention network: A gaze contingent fMRI study

Oberwelland

Schilbach

Barisic

et al. 2017

NeuroImage: Clinical

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Behavioral research has revealed deficits in the development of joint attention (JA) as one of the earliest signs of autism. While the neural basis of JA has been studied predominantly in adults, we recently demonstrated a protracted development of the brain networks supporting JA in typically developing children and adolescents. The present eye-tracking/fMRI study now extends these findings to adolescents with autism. Our results show that in adolescents with autism JA is subserved by abnormal activation patterns in brain areas related to social cognition abnormalities which are at the core of ASD including the STS and TPJ, despite behavioral maturation with no behavioral differences. Furthermore, in the autism group we observed increased neural activity in a network of social and emotional processing areas during interactions with their mother. Moreover, data indicated that less severely affected individuals with autism showed higher frontal activation associated with self-initiated interactions. Taken together, this study provides first-time data of JA in children/adolescents with autism incorporating the interactive character of JA, its reciprocity and motivational aspects. The observed functional differences in adolescents ASD suggest that persistent developmental differences in the neural processes underlying JA contribute to social interaction difficulties in ASD.

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“…The P component was identified as how participants were asked to engage with JA cueing, focusing on the individual capacities that a participant used to interact with the environment in which examiners attempted to elicit JA. Of the six studies, four asked participants to engage with JA cueing through real-world interaction with either people (Anzalone et al., 2014 human condition; Bean and Eigsti, 2012; Gulsrud et al., 2014; Johnson et al., 2012) or with a robot (Anzalone et al., 2014 robot condition). Two asked participants to engage with JA cueing by viewing screen-based stimuli (Mundy et al., 2016; Thorup et al., 2017).…”

Section: Resultsmentioning

confidence: 99%

“…The E component was identified as the method used to deliver JA cueing in each of the studies, focusing on the set of actions that examiners took while attempting to elicit JA from the participants. Three of the studies delivered cues to the participants using play and conversation-based interactions with the examiners (Anzalone et al., 2014 human condition; Bean and Eigsti, 2012; Gulsrud et al., 2014). These interactions were semi-structured.…”

Section: Resultsmentioning

confidence: 99%

The impact of person–environment–occupation transactions on joint attention in children with autism spectrum disorder: A scoping review

Ambrose¹,

MacKenzie

Ghanouni

2020

British Journal of Occupational Therapy

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Introduction Individuals with autism spectrum disorder demonstrate difficulty with joint attention, affecting social and occupational performance. Studies of joint attention in children with autism spectrum disorder employ a variety of instrumentation, environments and occupations. From the occupational therapy perspective, current literature lacks a rigorous analysis of the transactions of person, environment and occupation embedded within the procedures of these studies. The goal of this scoping review was to investigate how these components transact to affect occupational performance. Method Using the Person–Environment–Occupation model as an evaluative lens, a scoping review was completed to summarize person, environment and occupation transactions in studies examining joint attention in children aged 6–12 years with autism spectrum disorder. Results Six studies were included. Findings indicated that simplified social environments and demonstrations of joint attention promoted higher joint attention performance in children with autism spectrum disorder, at the cost of ecological validity. Maintaining ecological validity in complex social environments resulted in lower joint attention performance. Conclusion The Person–Environment–Occupation model can be used to develop an occupational therapy perspective on literature from outside the discipline. There is a relationship between the person, environment, occupation transactions and joint attention in children with autism spectrum disorder.

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Assessment of joint attention in school-age children and adolescents

Cited by 28 publications

References 20 publications

The effects of embodied rhythm and robotic interventions on the spontaneous and responsive social attention patterns of children with autism spectrum disorder (ASD): A pilot randomized controlled trial

The effects of embodied rhythm and robotic interventions on the spontaneous and responsive social attention patterns of children with autism spectrum disorder (ASD): A pilot randomized controlled trial

Young adolescents with autism show abnormal joint attention network: A gaze contingent fMRI study

The impact of person–environment–occupation transactions on joint attention in children with autism spectrum disorder: A scoping review

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