CoChat
Sign Up
Cited by 953Autism Spectrum Disorder ResearchChild and Animal Learning DevelopmentBehavioral and Psychological Studies

The DOI matches its Crossref record; 40 of the 40 references it cites were found in a registry or an index.

Joint attention and symbolic play in young children with autism: a randomized controlled intervention study

Kasari, Connie, Freeman, Stephanny, Paparella, Tanya·2006·Journal of Child Psychology and Psychiatry
DOI 10.1111/j.1469-7610.2005.01567.x
Open this paper in CoChat — free account

Abstract

Background: Delays and deficits in joint attention and symbolic play constitute two important developmental problems in young children with autism. These areas of deficit have been well studied in autism but have rarely been the focus of treatment efforts (see ). In this study, we examine the efficacy of targeted interventions of joint attention and symbolic play. Methods: Participants were 58 children with autism aged 3 and 4 years (46 boys). Children were randomized to a joint attention intervention, a symbolic play intervention, or control group. Interventions were conducted 30 minutes daily for 5–6 weeks. Both structured assessments of joint attention and play skills and mother–child interactions were collected pre and post intervention by independent assessors. Results: Results indicate that both intervention groups improved significantly over the control group on certain behaviors. Children in the joint attention intervention initiated significantly more showing and responsiveness to joint attention on the structured joint attention assessment and more child‐initiated joint attention in the mother–child interaction. The children in the play group showed more diverse types of symbolic play in interaction with their mothers and higher play levels on both the play assessment and in interaction with their mothers. Conclusions: This randomized controlled trial provides promising data on the specificity and generalizability of joint attention and play interventions for young children with autism. Future studies need to examine the long‐term effects of these early interventions on children's development.

Overview

Integrity signals

Registry

Crossref · 10.1111/j.1469-7610.2005.01567.x

Cites

40 of 40 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 39 references

Research works printed but not linked: 1

  1. Mundy P., 1996, A preliminary manual for the abridged Early Social Communication Scales

Cited by

Sorted by citations

Items 501–600 of 953

Related

See all

Metadata

Authors
Kasari, C., Freeman, S., & Paparella, T.
Affiliations
University of California, Los Angeles (US)
Corresponding author
Kasari, Connie
ORCID
Venue
Journal of Child Psychology and Psychiatry
Publisher
Wiley
Published
2006-04-26
Volume
47
Issue
6
Pages
611-620
ISSN
  • 0021-9630 (ISSN-L)
  • 1469-7610
DOI
10.1111/j.1469-7610.2005.01567.x
OpenAlex
W2143287186
Cited by
951
References
39
Citations by year
2026: 37 · 2025: 38 · 2024: 42 · 2023: 42 · 2022: 50 · 2021: 71 · 2020: 64 · 2019: 68 · 2018: 53 · 2017: 43 · 2016: 58 · 2015: 51 · 2014: 55 · 2013: 57 · 2012: 51
FWCI
7.78
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
  • Journal of Child Psychology and Psychiatry (publishedVersion)
  • PubMed (publishedVersion)
Funders
  • National Institutes of Health
  • Eunice Kennedy Shriver National Institute of Child Health and Human Development (HD035470)
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 › Behavioral and Psychological Studies
Keywords
autism spectrum disorder, joint attention, pretend play, early intervention, young children, mother-child interaction, play skills, intervention efficacy
MeSH terms
Adult, Attention, Autistic Disorder, Child, Child, Preschool, Communication, Female, Humans, Interpersonal Relations, Male, Play and Playthings, Social Behavior, Symbolism, Caregivers

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.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review