The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Multiple Effects of Joint Attention Intervention for Children With Autism
Abstract
Joint attention refers to an early developing set of behaviors that plays a critical role in both social and language development and is specifically impaired in children with autism. In a series of three studies, preschool teachers demonstrated the effectiveness of discrete trial instruction and pivotal response training strategies to teach joint attention to 5 children with autism (Study 1). Parents of 2 of the 5 children also taught joint attention at home and in the community (Study 2). Several additional dependent measures demonstrated collateral improvements in expressive language and social-communicative characteristics that were socially validated by parent raters (Study 3). Results are discussed with respect to the importance of addressing different forms of joint attention, the necessity to extend intervention to naturalistic contexts and joint attention partners, the pivotal nature of joint attention, and whether intervention adequately addresses both the form and social function of joint attention.
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Citations
Cites
Behavioral treatment and normal educational and intellectual functioning in young autistic children.
Lovaas, O. I. (1987) · Journal of Consulting and Clinical Psychology · doi:10.1037/0022-006x.55.1.3 · Cited by 3,288
The origins of joint visual attention in infants.
Corkum, V., & Moore, C. (1998) · Developmental Psychology · doi:10.1037/0012-1649.34.1.28 · Cited by 490
Joint attention and social-emotional approach behavior in children with autism
Mundy, P. (1995) · Development and Psychopathology · doi:10.1017/s0954579400006349 · Cited by 415
Individual differences in joint attention skill development in the second year
Mundy, P., & Gomes, A. (1998) · Infant Behavior and Development · doi:10.1016/s0163-6383(98)90020-0 · Cited by 412
Charman, T. (1998) · Autism · doi:10.1177/1362361398021006 · Cited by 81
Cited by
Randomized Controlled Caregiver Mediated Joint Engagement Intervention for Toddlers with Autism
Kasari, C., Gulsrud, A. C., Wong, C., Kwon, S., & Locke, J. (2010) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-010-0955-5 · Cited by 751
Developmental pathways to autism: A review of prospective studies of infants at risk
Jones, E. J. H., Gliga, T., Bedford, R., Charman, T., & Johnson, M. H. (2014) · Neuroscience & Biobehavioral Reviews · doi:10.1016/j.neubiorev.2013.12.001 · Cited by 607
Self-citationA parallel and distributed-processing model of joint attention, social cognition and autism
Mundy, P., Sullivan, L., & Mastergeorge, A. M. (2009) · Autism Research · doi:10.1002/aur.61 · Cited by 379
Infants and Toddlers With Autism Spectrum Disorder: Early Identification and Early Intervention
Boyd, B. A., Odom, S. L., Humphreys, B. P., & Sam, A. M. (2010) · Journal of Early Intervention · doi:10.1177/1053815110362690 · Cited by 272
Early vocabulary development: the importance of joint attention and parent-child book reading.
Farrant, B. M., & Zubrick, S. R. (2012) · First Language · doi:10.1177/0142723711422626 · Cited by 242
Metadata
- Authors
- Jones, E. A., Carr, E. G., & Feeley, K. M.
- Venue
- Behavior Modification
- Publisher
- SAGE Publications
- Published
- 2006-11
- Volume
- 30
- Issue
- 6
- Pages
- 782-834
- ISSN
- 0145-4455 (ISSN-L)
- 1552-4167
- OpenAlex
- W1983279111
- Cited by
- 215
- References
- 5
- FWCI
- 2.46
- Type
- journal article
- Language
- en
- Open access
- closed
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