Functional training for initiating joint attention in children with autism
Section snippets
Participants
Three Japanese children with autism (two boys and one girl) participated in the present study. All three children met the DSM-IV criteria (DSM-IV; American Psychiatric Association, 1994) for autistic disorder, diagnosed either by a pediatrician or psychologist independent of our laboratory. Prior to the study, all participants were assessed with the Kyoto Scale of Psychological Development 2001 (KSPD; Ikuzawa, Matsushita, & Nakase, 2002), a standardized scale measuring development and adaptive
Results
Performance is shown separately for each of the three children with autism during baseline, training, probe tests, and follow-up in Fig. 2.
Discussion
The purpose of the present study was to examine the variables controlling functional IJA responses in children with autism. Prior to training, all three children diagnosed with autism showed deficient levels of IJA behaviors. The children's initial IJA responses involved touching and shaking the hands of the adult, gaze shifts between the target and the adult, and vocal responses. In addition, although this response was not included in the coding, all three children were observed using their
Acknowledgements
This research was supported by a Grant-in-Aid for JSPS Fellows (167608), the Japan Agency of Science and Technology (JST)/CREST, and construction of an integrated method for understanding of the mind (COE 21st Century Project, Ministry of Science and Education). We would like to thank all the children and their parents who participated in this research. We also thank Ms. Y. Hara, N. Kikuchi, H. Kuma, K. Yamamoto, and Y. Takeuchi for assistance with the experiments.
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Attention orienting by eye gaze and arrows reveals flexibility to environmental changes
2014, Acta PsychologicaCitation Excerpt :Previous studies have reported that attention orienting is influenced by target processing. Some studies reported that joint attention occurred using interest-related materials following training in subjects with autism spectrum disorder who have impaired joint attention (Kryzak, Bauer, Jones, & Sturmey, 2013; Naoi, Tsuchiya, Yamamoto, & Nakamura, 2008). Another study found an enhanced effect of attention orienting when using a social stimulus as the target; that is, a greater effect of orienting was found when the target appeared on a face than a scrambled face in participants with low autistic-like traits (Bayliss & Tipper, 2005).
Moving beyond the status quo. Using evidence-based practice to improve autism core deficits in the preschool classroom
2014, International Review of Research in Developmental DisabilitiesCitation Excerpt :For example, a child is said to engage in joint attention if he or she points to balloon overhead to express interest in the balloon to his or her mother. A number of clinician-implemented interventions targeting the joint attention of young children with ASD report impressive improvements as a result of the experimental intervention (Ingersoll & Schreibman, 2006; Jones, Carr, & Feeley, 2006; Kim, Wingram, & Gold, 2008; Martins & Harris, 2006; Naoi, Tsuchiya, Yamamoto, & Nakamura, 2008; Rocha, Schreibman, & Stahmer, 2007; Taylor & Hoch, 2008; Whalen & Schreibman, 2003; Zercher, Hunt, Schuler, & Webster, 2001). Interestingly, a sizeable portion of these studies suggest that children who participate in joint attention interventions experience “cascading” benefits in related pivotal areas such as expressive language (Ingersoll & Schreibman, 2006; Jones et al., 2006; Kasari, Paparella, Freeman, & Jahromi, 2008; Whalen et al., 2006; Zercher et al., 2001), imitation (Ingersoll & Schreibman, 2006; Whalen et al., 2006), pretend play (Ingersoll & Schreibman, 2006; Zercher et al., 2001).
Joint attention in autism: Teaching smiling coordinated with gaze to respond to joint attention bids
2013, Research in Autism Spectrum DisordersBest practices for teaching joint attention: A systematic review of the intervention literature
2011, Research in Autism Spectrum DisordersCitation Excerpt :Two interventions had peers implement the intervention (Pierce & Schreibman, 1995; Zercher et al., 2001), and one included siblings (Baker, 2000). Interventions that directly taught joint attention behaviors were described in 18 of 27 articles (Gulsrud, Kasari, & Paparella, 2007; Hwang & Hughes, 2000; Isaksen & Holth, 2009; Jones, Carr, & Feeley, 2006; Jones, 2009; Kasari et al., 2006; Kasari, Paparella, Freeman, & Jahromi, 2008; Klein, MacDonald, Vaillancourt, Ahearn, & Dube, 2009; MacDuff, Ledo, McClannahan, & Krantz, 2007; Martins & Harris, 2006; Naoi, Tsuchiya, Yamamoto, & Nakamura, 2008; Rocha, Schreibman, & Stahmer, 2007; Salt et al., 2002; Schertz & Odom, 2007; Taylor & Hoch, 2008; Whalen & Schreibman, 2003; Wong, Kasari, Freeman, & Paparella, 2007; Yoder & Stone, 2006). All of these studies measured joint attention responses or initiations.
Initiating and responding to joint attention bids in children with autism: A review of the literature
2011, Research in Developmental DisabilitiesCitation Excerpt :Only two of the 15 studies reported using social reinforcers as consequences for engaging in IJA responding. Naoi et al. (2008) reported providing adult attention contingent on IJA responding and Taylor and Hoch (2008) provided social comments and physical interaction (although tangible items were provided for one participant). Three of the 15 studies did not describe the consequence in sufficient detail to determine whether it was a social or nonsocial consequence (Kasari et al., 2006, 2010; Zercher et al., 2001).
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2010, Research in Autism Spectrum Disorders