The May Center for Early Childhood Education: description of a continuum of services model for children with autism

Campbell, Susan B.; Cannon, Barbara; Ellis, James T.; Lifter, Karen; Luiselli, James K.; Navalta, Carryl P.; Taras, Marie

doi:10.1080/1034912980450204

Cited by 7 publications

(5 citation statements)

References 11 publications

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“…In Study 2, we extended joint attention to involve other natural agents (parents), natural venues (home and community), and natural stimuli (routines). Parent involvement has been identified as a key component of effective programming for young children with autism (Campbell et al, 1998;Lovaas, 1987). Participants not only acquired joint attention with their parents involving toys and routines in the home and community but did so as or more quickly in Study 2 than in Study 1, suggesting the development of a learning set (Cooper, Heron, & Heward, 1987).…”

Section: Study 2: Clinical Extension With Parentsmentioning

confidence: 99%

Multiple Effects of Joint Attention Intervention for Children With Autism

2006

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Joint attention refers to an early developing set of behaviors that plays a critical role in both social and language development and is specifically impaired in children with autism. In a series of three studies, preschool teachers demonstrated the effectiveness of discrete trial instruction and pivotal response training strategies to teach joint attention to 5 children with autism (Study 1). Parents of 2 of the 5 children also taught joint attention at home and in the community (Study 2). Several additional dependent measures demonstrated collateral improvements in expressive language and social-communicative characteristics that were socially validated by parent raters (Study 3). Results are discussed with respect to the importance of addressing different forms of joint attention, the necessity to extend intervention to naturalistic contexts and joint attention partners, the pivotal nature of joint attention, and whether intervention adequately addresses both the form and social function of joint attention.

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Section: Study 2: Clinical Extension With Parentsmentioning

confidence: 99%

Multiple Effects of Joint Attention Intervention for Children With Autism

2006

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“…Given the diagnosis of autism at increasingly younger ages when many children spend the majority of their time at home with their parents (and other significant caregivers), it is increasingly necessary to develop effective interventions for this young group of children that parents/caregivers can easily and effectively implement within their home environment. The importance of parent involvement in interventions for children with autism is well documented (e.g., Anderson, Avery, DiPietro, Edwards, & Christian, 1987; Birnbrauer & Leach, 1993; Campbell et al, 1998; Harris, Wolchik, & Milch, 1983; Lovaas 1987). In only three studies have parents been involved in the examination of joint attention intervention procedures.…”

Section: Introductionmentioning

confidence: 99%

Parent implemented joint attention intervention for preschoolers with autism.

Jones¹,

Feeley²

2007

The Journal of Speech and Language Pathology – Applied Behavior

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The identification of deficits in joint attention skills in children with autism has resulted in the recent development and demonstration of intervention procedures to remediate such impairments. In this study parents utilized behavioral intervention procedures (i.e., discrete trial instruction and pivotal response training strategies) to teach 3 preschoolers with autism to respond to others' joint attention directives and to initiate joint attention. Results replicate previous research using discrete trial instruction and pivotal response training strategies while demonstrating parents could effectively utilize the intervention procedures to teach joint attention skills. Given the extent to which autism can drastically impair social and communicative behaviors, it is important to develop interventions that specifically address early developing skills such as joint attention and can be effectively utilized by parents within the home environment.

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“…This type of interaction, based on the first author's observation, was more naturalistic and authentic than scripted and teachers' pursuing communication with Kayla. It is a fair statement that teachers have to provide developmentally appropriate educational experiences for all children (Campbell et al, 1998). When the preplanned scripted approach is not developmentally appropriate, teachers should still find developmentally appropriate ways to use iPads to support children's language development.…”

Section: Discussionmentioning

confidence: 99%

Teachers' Interactions with a Young Child with: Comparing iPad and non-iPad Use

Meacham¹,

Almalki²

2019

INT-JECSE

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The purpose of this study was investigating teachers' interaction with a young child with ASD when they were using iPad to support language and communication skills development. A case study method was applied. Business-as-usual classroom interaction was analyzed. Utterances were divided into two conditions (iPad-use and non-iPaduse) to compare effectiveness on supporting the child's engagement in teacher-child interaction. In addition, interviews with teachers were conducted to collect more information about their own perspectives regarding iPad use with the student with ASD. Results of the study indicate that child-teacher joint attention and teachers' verbal assistance happened more frequently when iPad was not used. In addition, surprisingly, teachers put a minor emphasis on iPad use for targeted instruction for language and communication skills development, different from their initial claim. These findings suggest that more professional development for teachers' iPad use in language and communication skills development should be provided.

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The May Center for Early Childhood Education: description of a continuum of services model for children with autism

Cited by 7 publications

References 11 publications

Multiple Effects of Joint Attention Intervention for Children With Autism

Multiple Effects of Joint Attention Intervention for Children With Autism

Parent implemented joint attention intervention for preschoolers with autism.

Teachers' Interactions with a Young Child with: Comparing iPad and non-iPad Use

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