Teaching Children with Autism to Respond to Joint Attention Initiations

Martins, Megan P.; Harris, Sandra

doi:10.1300/j019v28n01_04

Cited by 50 publications

(25 citation statements)

References 22 publications

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“…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). (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).…”

Section: Resultsmentioning

confidence: 99%

“…All included studies incorporated measures to control for bias and contribute to the quality of the research in the current investigation. (Chiang et al, 2016;Franco et al, 2013;Ingersoll, 2012;Kasari et al, 2010;Lawton & Kasari, 2012a, 2012b; secondary outcomes included vocalizations, eye gazes, gestures, imitation, and caregiver quality of involvement (Franco et al, 2013;Ingersoll, 2012;Kasari et al, 2010;Martins & Harris, 2006) …”

Section: Resultsmentioning

confidence: 99%

“…In a study conducted by Martins and Harris (2006), adults offered JA initiations in four stages with progressively increased demands on the child in the context of a behavioral intervention. The four stages are as follows:…”

Section: Tablementioning

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: 99%

Section: Resultsmentioning

confidence: 99%

Section: Tablementioning

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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“…Componente de AC treinado: dos 18 estudos analisados, nove ensinaram diretamente apenas um dos repertórios: quatro ensinaram RAC (Klein et al, 2009;Krstovska-Guerrero & Jones, 2013;Martins & Harris, 2006;Rocha, Schreibman, & Stahmer, 2007) e cinco IAC (Jones, 2009;Kaale, Smith, & Spoheim, 2012;MacDuff, Ledo, McClannahan, & Krantz, 2007;Naoi, Tsuchiya, Yamamoto, & Nakamura, 2008;Pollard, Betz, & Higbee, 2012). Os nove estudos que buscaram ensinar ambos os repertórios apresentaram resultados díspares: aprendizagem apenas de RAC (Kasari, Gulsrud, Wong, Kwon, & Locke, 2010;Taylor & Hoch, 2008;Whalen & Schreibman, 2003;Warreyn & Royers, 2013;Wong, 2013) ou de ambos os repertórios (Gulsrud, Kasari, Freeman, & Paparella, 2007;Isaksen & Holth, 2009;Jones, Carr, & Feeley, 2006;Kasari, Freeman, & Paparella, 2006 Gulsrud et al, 2007;Isaksen & Holth, 2009;Jones et al, 2006;Kasari et al, 2006Kasari et al, , 2010Rocha et al, 2007;Taylor & Hoch, 2008;Warreyen & Royers, 2013;Whalen & Schreibman, 2003;Wong, 2013) e a 'discriminação da mudança no foco do olhar do adulto' (ex.…”

Section: Resultsunclassified

Intervenções Comportamentais no Ensino de Atenção Conjunta para Crianças com Autismo: Uma revisão de literatura

Bacelar

Souza

2014

Inter. Psicol.

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RESUMOEste trabalho revisou estudos baseados na metodologia e procedimentos da Análise do Comportamento que investigaram o ensino da atenção conjunta (AC) para crianças com autismo, procurando descrever e analisar as variáveis envolvidas no ensino de resposta de atenção conjunta (RAC) e de iniciação de atenção conjunta (IAC). Foram avaliados: componentes da AC e classes de respostas de RAC e IAC treinados; procedimentos utilizados; estímulos discriminativos e reforçadores usados; participação de familiares; e resultados de aquisição e generalização. Os resultados da revisão mostraram o sucesso em estabelecer RAC e IAC através de procedimentos comportamentais e apontam quais estratégias podem favorecer a manutenção e generalização desses repertórios. Sugere-se a necessidade de estudos que avaliem a relação entre AC e operantes verbais básicos.Palavras-chave: atenção conjunta; autismo; procedimentos comportamentais. ABSTRACT Behavioral interventions for teaching joint attention to children with autism:A literature review This paper reviewed studies based on Behavior Analysis methodologies and procedures that investigated the teaching of joint attention (JA) for children with autism, trying to describe and analyze the variables involved in teaching joint attention responses (JAR) and initiation of joint attention (IJA). The following aspects were evaluated: JA components and responses classes for JAR and IJA trained; procedures used; discriminative stimuli and reinforcers used; family participation, and; results for acquisition and generalization. The results of the review showed the success in establishing RJA and IJA through behavioral procedures and indicated some strategies that may favor the maintenance and generalization of these repertoires. Futures studies should be carried out to investigate the relationship between JA acquisition and basic verbal operants.

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Social Skill Interventions

Bellini

Gardner

Markoff

2014

Handbook of Autism and Pervasive Developmental Disorders, Fourth Edition

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Social skill intervention strategies have been created from a number of conceptual frameworks, including applied behavior analysis, cognitive behavioral, and social learning theory. Research on social skill interventions have demonstrated that there is strong evidence for the efficacy of specific social skill interventions for youth on the autism spectrum. Social skill interventions are important to the successful outcomes of youth on the autism spectrum, who are inundated with increased social demands throughout their development, and the need for such interventions is amplified by few children receiving social skill interventions as part of their early intervention programming.

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Teaching Children with Autism to Respond to Joint Attention Initiations

Cited by 50 publications

References 22 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

Intervenções Comportamentais no Ensino de Atenção Conjunta para Crianças com Autismo: Uma revisão de literatura

Social Skill Interventions

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