What is it about?
Deficits in joint attention (JA) and joint engagement (JE) are common in young children with autism, affecting their language and social development. Studies on parent-mediated and specialist-mediated JA interventions suggest their effectiveness. However, the success of such interventions in preschool settings is less known. The aim of this study was to assess the effects of a preschool-based JA intervention.
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Why is it important?
Intention-to-treat analysis indicated a significant difference between the intervention group and the control group, with the intervention group showing more JA initiation during interactions with preschool teachers. This effect generalized to significantly longer durations of JE with mothers.
Perspectives
This was probably the first randomized study demonstrating positive and generalized effects of preschool-based JA intervention.
Professor Lars Smith
University of Oslo
Read the Original
This page is a summary of: A randomized controlled trial of preschool-based joint attention intervention for children with autism, Journal of Child Psychology and Psychiatry, August 2011, Wiley,
DOI: 10.1111/j.1469-7610.2011.02450.x.
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