Efficacy of caregiver-mediated joint engagement intervention for young children with autism spectrum disorders

Chiang, Che Ming; Chu, Ching‐Lung; Lee, Tsung-Chin

doi:10.1177/1362361315575725

Cited by 30 publications

(53 citation statements)

References 29 publications

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“…Five studies featured multiple baseline single-group design, with a fewer number of participants ranging from two to six per study (Franco et al, 2013;Jones et al, 2006;Martins & Harris, 2006;Rocha et al, 2007;Vismara & Lyons, 2007). (Franco et al, 2013;Gulsrud et al, 2007;Jones et al, 2006;Kim et al, 2008Kim et al, , 2009Lawton & Kasari, 2012a, 2012bMartins & Harris, 2006;Schertz et al, 2013;Vismara & Lyons, 2007;Wong, 2013); response to JA and overall JA behaviors (Kasari et al, 2010;Kim et al, 2008;Rocha et al, 2007;Schertz et al, 2013;Wong, 2013); and initiating JA skills (Franco et al, 2013;Ingersoll, 2012;Jones et al, 2006;Kaale et & Kasari, 2012b;Rocha et al, 2007;Schertz et al, 2013;Vismara & Lyons, 2007;Yoder & Stone, 2006 (Chiang et al, 2016;Jones et al, 2006;Kasari et al, 2010;Rocha et al, 2007;Vismara & Lyons, 2007). Similar findings indicate that teachers of children living with ASD can effectively elicit JA skills in classroom settings following targeted intervention training from interventionists (Kaale et al, 2012;Lawton & Kasari, 2012b;…”

Section: Resultsmentioning

confidence: 65%

“…Of the 19 included studies, a majority (n = 13) featured randomized controlled trial (RCT) designs with subject numbers ranging from 10 to 61, with an average of 37 participants across all RCTs (Gulsrud et al, 2007;Ingersoll, 2012;Kaale et al, 2012;Kasari et al, 2006Kasari et al, , 2010Kim et al, 2008Kim et al, , 2009Lawton & Kasari, 2012a, 2012bSchertz et al, 2013;Wong, 2013;Wong et al, 2007;Yoder & Stone, 2006). One study featured a non-randomized controlled trial design, with an equivalent sample size of 34 participants (Chiang et al, 2016). Five studies featured multiple baseline single-group design, with a fewer number of participants ranging from two to six per study (Franco et al, 2013;Jones et al, 2006;Martins & Harris, 2006;Rocha et al, 2007;Vismara & Lyons, 2007).…”

Section: Resultsmentioning

confidence: 99%

“…there is a shared attentional focus between oneself, a social partner, and a common object or event (Chiang, Chu, & Lee, 2016). Dyadic behaviors are typically thought of as precursor behaviors to JA that emerge in the first year of life and include eye contact and affect, while triadic behaviors constitute a higher-level skill set of JA, such as gaze switching, pointing, giving, and initiating requests (Clifford & Dissanayake, 2008;Kasari, Gulsrud, Wong, Kwon, & Locke, 2010).…”

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confidence: 99%

“…In children, RJA is considered a more fundamental skill, incorporating monitoring and following the gaze of a social partner; conversely, IJA in children is more complex, as it involves pointing, showing, giving, requesting, and alternating eye contact to capture the attention of another individual and create a shared social experience (Chiang et al, 2016;Hobson & Hobson, 2007;Kasari et al, 2010). The development of JA is thought to be closely related to the ability to relate to the mental state of others in the form of feelings, intentions, and experiences (Schietecatte et al, 2012).…”

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confidence: 99%

“…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).…”

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confidence: 99%

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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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Section: Resultsmentioning

confidence: 65%

Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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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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A systematic review and meta‐regression analysis of social functioning correlates in autism and typical development

2018

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Differences in social functioning are a hallmark feature of autism spectrum disorder (ASD), and much research has been devoted to locating cognitive and developmental explanations for this domain. To sort through this literature, we conducted a systematic review and meta‐analysis that quantifies the extent to which several of these candidate constructs are associated with social functioning. We gathered 881 effect sizes calculated from 133 unique participant samples, and synthesized Pearson's r correlations between social functioning and three cognitive constructs; (a) theory of mind (ToM), (b) executive function, and (c) central coherence, and five developmental constructs: (d) initiating joint attention, (e) responding to joint attention, (f) imitation, (g) pretend play, and (h) visual fixation to social stimuli. We synthesized effect sizes using robust variance estimation for each putative correlate, for populations with ASD and typical development (TD) separately. We also conducted a series of meta‐regressions to determine if sample and study features moderated effect sizes. We found that, in the ASD group, effect size estimates were significant and small (<0.30) for ToM, executive function, and initiating joint attention. Effect size estimates were significant and moderate (0.30 < r < 0.50) for imitation and response to joint attention. In the TD group, effect size estimates for ToM, executive function, and initiating joint attention were significant and small. In a meta‐regression collapsed across correlates, we found that effect sizes were significantly larger in the ASD group (P < 0.05) and decreased as mental age increased (P < 0.001). Autism Res 2019, 12: 152–175 © 2018 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary In this meta‐analysis, we found that correlations between social functioning and several constructs used to explain the developmental or cognitive origins of social functioning were quite low. This could mean that researchers will need to develop new theories about social functioning in ASD.

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Systematic review of factors that may influence the outcomes and generalizability of parent‐mediated interventions for young children with autism spectrum disorder

et al. 2019

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Parent mediated interventions have the potential to positively influence the interactions and developmental outcomes of children with autism spectrum disorder (ASD). However, a range of factors relating to children, parents and caregivers, and study design may impact on outcomes and thus the generalizability of these interventions to the broader community. The objective of this review was to examine factors that may influence the feasibility, appropriateness, effectiveness, and generalizability of parent mediated interventions for children with ASD. We conducted a systematic review, yielding 41 articles. There was substantial variability in the intervention type, intensity, and study quality. Notably, 46 different inclusion/exclusion criteria were reported across studies including factors relating to children's development, access to other services, comorbidities, parental factors, and access to the intervention. Fifteen articles included examination of 45 different factors potentially associated with, or influencing, intervention outcomes including child (e.g., language skills, ASD severity, cognition) and parent (e.g., adherence and fidelity, education) factors. Although there is clear evidence for an increasingly sophisticated (e.g., systematic phased research for some interventions) and diverse (e.g., studies in geographical diverse contexts including low-resource communities) approach to research examining parent mediated interventions, there remains a need for improved study quality and measurement consistency in research, including a detailed examination of factors that may predict, moderate, and mediate intervention effectiveness for children and their parents.Lay Summary: Parent mediated interventions-in which parents adapt their own behavior or deliver interventions to help their children learn-appear to be effective for some children with autism spectrum disorder. In this review, we identified a range of child, parent, and study design factors that may influence intervention outcomes and ultimately the uptake of these approaches in the community. We suggest that research in this area could be further improved by ensuring that studies include diverse groups of children and parents, and by using study designs that help to establish not only if interventions work, but for whom they work best and why.

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Efficacy of caregiver-mediated joint engagement intervention for young children with autism spectrum disorders

Cited by 30 publications

References 29 publications

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

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

A systematic review and meta‐regression analysis of social functioning correlates in autism and typical development

Systematic review of factors that may influence the outcomes and generalizability of parent‐mediated interventions for young children with autism spectrum disorder

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