Best Practices for Teaching Joint Attention: A Systematic Review of the Intervention Literature

Autor/inn/en	White, Pamela J.; O'Reilly, Mark; Streusand, William; Levine, Ann; Sigafoos, Jeff; Lancioni, Giulio; Fragale, Christina; Pierce, Nigel; Aguilar, Jeannie
Titel	Best Practices for Teaching Joint Attention: A Systematic Review of the Intervention Literature
Quelle	In: Research in Autism Spectrum Disorders, 5 (2011) 4, S.1283-1295 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-9467
DOI	10.1016/j.rasd.2011.02.003
Schlagwörter	Autism; Best Practices; Attention; Intervention; Literature Reviews + Suchen Sie Ihr Suchwort? Autismus; Aufmerksamkeit
Abstract	Joint attention is the act of sharing an experience of an object or event with another person. Individuals with autism often have deficits in this area. This review synthesizes 27 articles, involving interventions for individuals with autism, that measured joint attention as an outcome variable. Studies were analyzed and summarized in terms of: (a) joint attention as a collateral versus direct outcome, (b) participant characteristics, (c) study design, (d) intervention techniques, (e) types of joint attention measured, and (f) results. Interventions either directly targeted joint attention or measured joint attention as a collateral outcome. Most interventions used a combination of behavioral and developmental strategies. The results of these studies suggest that using play as a context, and training with natural communication partners may benefit generalization. Future research should address the relation between type of intervention and child characteristics, ensure that joint attention behaviors meet natural contingencies that serve the purpose of sharing attention, and continue to examine collateral outcomes of joint attention. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10