Using Perseverative Interests to Elicit Joint Attention Behaviors in Young Children With Autism

Abstract

Various explanations have been offered in the literature on the underlying cause of joint attention deficits in autism. One possible explanation is that children with autism are capable of producing joint attention but lack the social motivation to share their interests with others. The current study used a single-subject reversal design with alternating treatments to examine whether joint attention initiations for social sharing would occur as a collateral effect of utilizing the motivational techniques of Pivotal Response Treatment (PRT) in conjunction with perseverative interest stimuli for three young nonverbal children with autism. Results indicated an immediate increase in joint attention initiations when perseverative, or highly preferred, interests were incorporated within the motivational techniques of PRT. Additional findings included collateral increases in joint attention initiations toward less preferred interests, as well as improvements in the quality of interaction between the children and caregivers. Findings are discussed in terms of theoretical and clinical implications for understanding the role of motivation in the development of joint attention in autism.

Teaching Children With Autism Spectrum Disorder With Restricted Interests

“…For example, not all ASD children have an RI that can be used in the classroom (Charlop et al, 1990;Charlop-Christy & Haymes, 1996;Vismara & Lyons, 2007). Some may be difficult to access, for example, traffic lights (Charlop et al, 1990;Charlop-Christy & Haymes, 1996) and some are potentially dangerous or illegal, for example, weapons (Attwood, 2007).…”

“…Importantly, they fail to initiate joint attention with others (Bruinsma, Koegel, & Koegel, 2004), an essential ability for learning is involving co-ordinated intersubjective attention with another person to an event or object of shared interest (Delafield-Butt & Trevarthen, 2013;Tomasello et al, 2005;Trevarthen & Hubley, 1978). Inclusion of childrenÕs RIs (letters and numbers) was found to promote language development, help children understand the viewpoints of others and how to behave socially and participate meaningfully in conversations (Vismara & Lyons, 2007). Vismara and Lyons (2007) suggest that ASD children are capable of producing joint attention, but they might not not have the social motivation to do so.…”

“…Inclusion of childrenÕs RIs (letters and numbers) was found to promote language development, help children understand the viewpoints of others and how to behave socially and participate meaningfully in conversations (Vismara & Lyons, 2007). Vismara and Lyons (2007) suggest that ASD children are capable of producing joint attention, but they might not not have the social motivation to do so. Thus, they carried out a study that used a single-subject reversal design in which treatments were alternated to examine whether or not three young children with ASD would initiate social sharing through joint attention.…”

“…The results show an instant increase in all of the childrenÕs joint attention initiations. The authors explained that this type of intervention helps ASD children use their RI in a socially acceptable manner and does not cause negative side effects (Vismara & Lyons, 2007).…”

Exploring the Nature of Joint Attention Impairments in Young Children with Autism Spectrum Disorder: Associated Social and Cognitive Skills

“…Children and adults with ASD do not show this typical tendency to orient towards social stimuli and also tend to use different face scanning patterns (Celani, 2002;Dawson et al, 2004;Fletcher-Watson, Benson, Frank, Leekam, & Findlay, 2009;Jones, Carr, & Klin, 2008;Maestro et al, 2005;Pelphrey et al, 2002;Sasson et al, 2007). This observation is believed to be related to a deficit in social motivation, reflecting an absent rewarding value of social sharing (Vismara & Lyons, 2007), and is likely to persist throughout development (Koegel, Koegel, & Carter, 1998). It could explain why children with ASD are experiencing problems with the development of joint attention skills (Dawson, Meltzoff, Osterling, Rinaldi, & Brown, 1998;Klin, Jones, Schultz, & Volkmar, 2003;Maestro et al, 2002).…”