Joint attention and children with autism: a review of the literature
Abstract
Preverbal communication and joint attention have long been of interest to researchers and practitioners. Both attending to social partners and sharing attentional focus between objects or events and others precede the onset of a child's first lexicon. In addition, these prelinguistic acts also appear to have important implications with regard to learning to socialize. The construct of joint attention has been noted as an early developing area prior to the transition to symbolic communication. Thus, the importance of joint attention in typically developing children, and the lack thereof in children with autism, has interested researchers for use in diagnosis and intervention for autism. That is, joint attention has been gaining momentum as an area that not only helps characterize children with autism, but also as a prognostic indicator and a potential intervention goal. In this paper, the status of the literature about initiation of joint attention by young typically developing children and young children with autism was examined. Empirical studies regarding joint attention behaviors, including eye gaze alternation, the use of protodeclaratives and protoimperatives, and studies that investigated joint attention as a predictor of language acquisition were reviewed. Possible areas for future research for children with autism are discussed.
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Atypical development of the initiation of joint attention (IJA) is strongly indicative of autism spectrum disorder (ASD).
“In fact, early exhibition of joint attention is strongly associated with later language ability (Morales et al. 2000; Mundy et al. 2007), and atypical development of the initiation of joint attention (IJA) is strongly indicative of autism spectrum disorder (ASD) (Bruinsma et al. 2004).”
From Joint attention and brain functional connectivity in infants and toddlers (2017) · cites this paper as Bruinsma et al. 2004
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- Authors
- Bruinsma, Y., Koegel, R. L., & Koegel, L. K.
- Affiliations
- University of California, Santa Barbara (US)
- Corresponding author
- Bruinsma, Yvonne
- Venue
- Mental Retardation and Developmental Disabilities Research Reviews
- Publisher
- Wiley
- Published
- 2004-08
- Volume
- 10
- Issue
- 3
- Pages
- 169-175
- ISSN
- 1080-4013 (ISSN-L)
- 1098-2779
- OpenAlex
- W1988473644
- Cited by
- 344
- References
- 52
- Citations by year
- 2026: 13 · 2025: 18 · 2024: 24 · 2023: 21 · 2022: 16 · 2021: 23 · 2020: 18 · 2019: 23 · 2018: 19 · 2017: 24 · 2016: 19 · 2015: 19 · 2014: 21 · 2013: 13 · 2012: 13
- FWCI
- 0.25
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Mental Retardation and Developmental Disabilities Research Reviews (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Keywords
- joint attention, autism spectrum disorder, prelinguistic communication, language acquisition, socialization, typically developing children, autism diagnosis, autism intervention
- MeSH terms
- Attention, Autistic Disorder, Child, Child Development, Child, Preschool, Eye Movements, Forecasting, Humans, Language Development, Nonverbal Communication, Early Intervention, Educational, Intention
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