Joint Attention and Early Intervention with Autism: A Conceptual Framework and Promising Approaches

Autor/inn/en	Schertz, Hannah H.; Odom, Samuel L.
Titel	Joint Attention and Early Intervention with Autism: A Conceptual Framework and Promising Approaches
Quelle	In: Journal of Early Intervention, 27 (2004) 1, S.42-54 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
Schlagwörter	Early Intervention; Research Needs; Autism; Interpersonal Competence; Affective Behavior; Models; Social Behavior; Interaction + Suchen Sie Ihr Suchwort? Forschungsbedarf; Autismus; Interpersonale Kompetenz; Affective disturbance; Active behaviour; Affektive Störung; Analogiemodell; Social behaviour; Soziales Verhalten; Interaktion
Abstract	This article reviews research on the typical development of joint attention and challenges that infants and toddlers with autism experience in achieving this milestone. We define joint attention as coordinating attention to an event or object with another individual, sharing interest and social engagement, and showing an understanding that the partner is sharing the same focus. Conceptual frameworks for understanding joint attention are organized around three theoretical perspectives: cognitive-perceptual, language, and social-affective. Several intervention models are explored for their applicability to promoting joint attention in very young children. Finally, future research needs related to joint attention in early intervention are described. (Author).
Anmerkungen	Division for Early Childhood, 27 Fort Missoula Road, Suite 2, Missoula, MT 59804. Tel: 406-543-0872.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10