Establishing Response and Stimulus Classes for Initiating Joint Attention in Children with Autism

Autor/in	Jones, Emily A.
Titel	Establishing Response and Stimulus Classes for Initiating Joint Attention in Children with Autism
Quelle	In: Research in Autism Spectrum Disorders, 3 (2009) 2, S.375-389 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-9467
DOI	10.1016/j.rasd.2008.08.004
Schlagwörter	Stimuli; Intervention; Autism; Attention Span; Interpersonal Communication; Interpersonal Competence; Social Development; Children; Nonverbal Communication; Interaction + Suchen Sie Ihr Suchwort? Anreizsystem; Autismus; Interpersonale Kommunikation; Interpersonale Kompetenz; Soziale Entwicklung; Child; Kind; Kinder; Non-verbal communication; Nonverbale Kommunikation; Interaktion
Abstract	The absence of the fundamental skill of "initiating joint attention" reflects the social-communicative impairment characterizing autism. Initiating joint attention is related to social and communication development as well as intervention outcomes for children with autism. A behaviorally based intervention was used to teach an expanded class of responses for initiating joint attention consisting of combinations of nonverbal and verbal forms. The class of stimuli was also expanded to include routine activities involving a diverse array of events that occasion joint attention initiations during interactions with both adults and peers. The importance of addressing sophisticated forms of initiating joint attention within the context of a variety of stimuli ensuring children with autism possess skills similar to their typically developing peers is discussed. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10