Joint attention and social-emotional approach behavior in children with autism
Abstract
Autism is a development disorder that is characterized by a significant disturbance of social development. Research strongly suggests that this disorder results from neurological anomalies or deficits. However, both the specific neural systems involved in autism, and the most pertinent behavioral functions of those systems remains unclear. One current topic of debate concerns the degree to which the social disturbance of autism may result from developmental anomalies in neurological systems that subserve cognitive, or affective processes. In this paper a model of the neurological, cognitive, and affective processes involved in the pathogenesis of autism will be described in the context of an attempt to understand dissociations in the early social-skill development of these children. Young children with autism are better able to use social-communication gestures to request objects or events than they are able to use similar gesture simply to initiate joint or socially shared attention relative to an object or event. An integration of recent research suggests that joint attention skill development differs from requesting skill development with regard to affective and cognitive processes that may be associated with frontal and midbrain neurological systems. In particular, this integration of the literature suggests the following: (a) there is a specific neurological subsystem that regulates and promotes what are called social-emotional approach behaviors; (b) the tendency to initiate joint attention bids is prototypical of a social-emotional approach behavior; and (c) attenuation of social-approach behaviors in children with autism leads to a specific impoverishment of social information processing opportunities. This impoverishment has a lifelong negative effect on the social cognitive development of these children.
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Children diagnosed with autism spectrum disorder (ASD) show deficits in social play.
“Children diagnosed with autism spectrum disorder (ASD) show deficits in social play (Mundy, 1995;Jordan, 2003) which are likely due to disrupted reward-seeking tendencies, especially in social contexts (Chevallier et al., 2012;Kohls et al., 2012Kohls et al., , 2013)).”
From Vasopressin regulates social play behavior in sex-specific ways through glutamate modulation in the lateral septum (2025) · cites this paper as Mundy, 1995
This reduction fundamentally alters how individuals with ASD attend to and interact with the world, depriving them of crucial social perceptual and social cognitive learning opportunities.
“This reduction fundamentally alters how individuals with ASD attend to and interact with the world, depriving them of crucial social perceptual and social cognitive learning opportunities [2,4,40,41,54,183]).”
From Social “wanting” dysfunction in autism: neurobiological underpinnings and treatment implications (2012) · cites this paper as [54]
The social motivation theory of ASD posits that ASD can be construed as an extreme case of reduced social interest.
“the social motivation theory of ASD posits that ASD can be construed as an extreme case of reduced social interest.”
From Social “wanting” dysfunction in autism: neurobiological underpinnings and treatment implications (2012) · cites this paper as [54]
Empirical evidence for compromised reward 'liking', including social reward, in ASD is inconclusive and not strongly supported by data on hand.
“empirical evidence for compromised reward ‘liking’, including social reward, is inconclusive, and at this point, not strongly supported by data on hand [54].”
From Social “wanting” dysfunction in autism: neurobiological underpinnings and treatment implications (2012) · cites this paper as [54]
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“Children diagnosed with autism spectrum disorder (ASD) show de fi cits in social play [14, 15], which may contribute to their life-long de fi cits in social interaction [16 – 19].”
- Authors
- Mundy, P.
- Affiliations
- University of Miami (US)
- Corresponding author
- Mundy, Peter
- ORCID
- Mundy, Peter
- Venue
- Development and Psychopathology
- Publisher
- Cambridge University Press (CUP)
- Published
- 1995
- Volume
- 7
- Issue
- 1
- Pages
- 63-82
- ISSN
- 0954-5794 (ISSN-L)
- 1469-2198
- OpenAlex
- W2138654655
- Cited by
- 415
- References
- 119
- Citations by year
- 2026: 4 · 2025: 9 · 2024: 19 · 2023: 14 · 2022: 15 · 2021: 21 · 2020: 28 · 2019: 18 · 2018: 16 · 2017: 20 · 2016: 14 · 2015: 20 · 2014: 14 · 2013: 20 · 2012: 20
- FWCI
- 2.36
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Development and Psychopathology (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 › Social Psychology › Action Observation and Synchronization
- Keywords
- autism spectrum disorder, joint attention, social information processing, social cognition development, social skills development
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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