Autism Society records most keynote and concurrent sessions at their annual conferences. You can see and hear those recordings by purchasing full online access, or individual recordings.
We have developed a highly structured assessment protocol with objective behavioral measures for evaluating children's responsiveness to the joint attention bids of an adult (RJA), as well as, their initiation of joint attention with an adult (IJA). The assessment was administered to 30 children diagnosed with autism spectrum disorders upon entry into an early intensive preschool program and a second time after one year of intervention. Children ranged in age upon entry from 2 to 4 years old. These data are compared to typically developing age-matched children on the same assessment. Interobserver agreement was high for all behavioral measures. Results showed that joint attention responses were high for all typically developing children but generally lower for children with autism. Many children with autism improved after one year of treatment, while performance remained the same for others. An analysis of response patterns and overall profiles of the children revealed several variables that could have influenced their performance.
We will also describe a curriculum sequence we have developed to teach joint attention to children with autism who are enrolled in the preschool program. This curriculum has been effective in establishing joint attention for many children. For a subset of those children, who did not make gains in joint attention after one year of early intensive behavioral intervention, we will present procedures we have developed to specifically teach responding to the joint attention bids of an adult. These results extend previous research and have implications for the behavioral treatment of joint attention.
Content Area: Social Skills
Rebecca MacDonald, Ph.D., BCBA
Program Director
The New England Center for Children