Caregiver-mediated joint attention intervention

Sarah G. Hansen, Tracy Raulston, Wendy Machalicek, Rebecca Frantz

Research output: Contribution to journalArticlepeer-review

5 Scopus citations

Abstract

Joint attention is a pivotal social communication skill often absent or impaired in young children with autism spectrum disorder. Joint attention is the shared and alternating attention of two individuals on an object or event, and has implications for later communication and social communication skills. This study used a concurrent multiple-baseline design across 3 caregiver–child dyads to train caregivers to teach response to joint attention behaviors to their 3–6 years old children with moderate to severe autism spectrum disorder. Caregivers were trained on strategies including prompting, time delay, and elements of naturalistic teaching and implemented the intervention in brief 10-min sessions 2–3 times per week. Results indicate parent mastery of intervention and substantial increase in child response to joint attention behaviors both prompted and independent. Implications for practice and areas for future research are discussed.

Original languageEnglish (US)
Pages (from-to)205-211
Number of pages7
JournalBehavioral Interventions
Volume33
Issue number2
DOIs
StatePublished - Apr 1 2018

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology
  • Clinical Psychology
  • Arts and Humanities (miscellaneous)
  • Psychiatry and Mental health

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