A longitudinal study of joint attention and language development in autistic children
Abstract
This study was designed to examine the degree to which individual differences in gestural joint attention skills predicted language development among autistic children. A group of 15 autistic children (mean CA = 45 months) were matched with one group of mentally retarded (MR) children on mental age and another group of MR children on language age. These groups were administered the Early Social-Communication Scales. The latter provided measures of gestural requesting, joint attention, and social behaviors. The results indicated that, even when controlling for language level, mental age, or IQ, autistic children displayed deficits in gestural joint attention skills on two testing sessions that were 13 months apart. Furthermore, the measure of gestural nonverbal joint attention was a significant predictor of language development in the autistic sample. Other variables, including initial language level and IQ were not significant predictors of language development in this sample.
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Autistic children who are younger might struggle more with self-care, joint attention, and language, potentially raising caregiver stress.
“Compared to Luo's study, the younger children in our study may face greater challenges in daily self-care, joint attention, and language skills development (Hakobyan & Harutyunyan, 2021;Mundy et al., 1990), which may contribute to increased caregiver stress (Kissel & Nelson, 2014).”
From Mindfulness and parenting stress among parents of autistic children: The mediation of resilience and psychological flexibility (2025) · cites this paper as Mundy et al., 1990
Longitudinal studies document that these early skills are important to later developmental outcomes, particularly spoken language.
“Longitudinal studies document the importance of these early skills to later developmental outcomes and particularly spoken language, a core developmental problem of autism.1,3”
From Longitudinal follow-up of children with autism receiving targeted interventions on joint attention and play (2012) · cites this paper as [3]
Responding to joint attention at ages three to five predicted better language outcomes one year later and eight years later.
“responding to joint attention at age three to five years predicted better language outcomes a year later3 and eight years later.6”
From Longitudinal follow-up of children with autism receiving targeted interventions on joint attention and play (2012) · cites this paper as [3]
Initiating joint attention and play level are both associated with better language outcomes, consistent with longitudinal data.
“The finding that initiating joint attention and play level are both associated with better language outcomes is consistent with longitudinal data.3”
From Longitudinal follow-up of children with autism receiving targeted interventions on joint attention and play (2012) · cites this paper as [3]
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- Authors
- Mundy, P., Sigman, M., & Kasari, C.
- Affiliations
- University of California, Los Angeles (US)
- Venue
- Journal of Autism and Developmental Disorders
- Published
- 1990-03
- Volume
- 20
- Issue
- 1
- Pages
- 115-128
- ISSN
- 0162-3257 (ISSN-L)
- 1573-3432
- OpenAlex
- W2137879190
- Cited by
- 1,119
- References
- 38
- Citations by year
- 2026: 16 · 2025: 27 · 2024: 32 · 2023: 21 · 2022: 38 · 2021: 45 · 2020: 61 · 2019: 43 · 2018: 48 · 2017: 50 · 2016: 46 · 2015: 52 · 2014: 56 · 2013: 50 · 2012: 50
- FWCI
- 12.00
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Journal of Autism and Developmental Disorders (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institutes of Health (NINCDS 30527)
- National Institute of Mental Health (NIMH 30530)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Keywords
- joint attention, language development, autism spectrum disorder, individual differences, longitudinal change, social communication, nonverbal communication
- MeSH terms
- Attention, Autistic Disorder, Child, Preschool, Communication, Gestures, Humans, Individuality, Interpersonal Relations, Language Development Disorders, Language Tests, Longitudinal Studies, Intellectual Disability, Nonverbal Communication
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