Teacher-Implemented Joint Attention Intervention: Pilot Randomized Controlled Study for Preschoolers With Autism

Early Childhood Education, Nisonger Center, and Special Education, The Ohio State University, Columbus, OH 43210, USA.
Journal of Consulting and Clinical Psychology (Impact Factor: 4.85). 05/2012; 80(4):687-93. DOI: 10.1037/a0028506
Source: PubMed

ABSTRACT The vast majority of children with an autism spectrum disorder (ASD) attend public preschools at some point in their childhood. Community preschool practices often are not evidence based, and almost none target the prelinguistic core deficits of ASD. This study investigated the effectiveness of public preschool teachers implementing a validated intervention (the Joint Attention and Symbolic Play/Engagement and Regulation intervention; JASP/ER) on a core deficit of autism, initiating joint attention.
Sixteen dyads (preschoolers with ASD and the public school teachers who worked in the child's classroom) were randomly assigned to the 6-week JASP/ER intervention or a control group.
At the end of the intervention, JASP/ER teachers used more JASP/ER strategies than the control teachers, and JASP/ER preschoolers used more joint attention in their classroom than control children. Additionally, JASP/ER children spent more time in supported engagement and less time in object engagement than control preschoolers on a taped play interaction.
Findings suggest that teachers were able to improve a core deficit of children with ASD in a public preschool context.

  • [Show abstract] [Hide abstract]
    ABSTRACT: Due to hypersensitivity to sound, patients with autism spectrum disorders (ASD) can feel frustrated and even profoundly fearful when talking with multiple speakers. This exacerbates their impairments in social interaction and communication. We propose a fully interactive system that allows ASD patient to focus on a single auditory stream (a person's voice) according to their preference during conversations. The system has the capacity to filter out other speakers' voices based on distinguishing their locations. The experimental results have demonstrated our prototyping system works reliably in regular conversations.
    Pervasive Computing Technologies for Healthcare (PervasiveHealth), 2013 7th International Conference on; 01/2013
  • [Show abstract] [Hide abstract]
    ABSTRACT: Due to the predominance of boys diagnosed with autism spectrum disorders (ASD), girls are rarely studied independently. Research specifically focusing on play and social-communication in girls with ASD is extremely varied. We were interested in whether girls with ASD demonstrated equivalent social-communication and play skills in early childhood relative to boys, using two measures focused on the specific quantification of these variables. We also examined whether the associations between developmental variables and social-communication and play differed by gender. Forty girls with ASD were individually matched to 40 boys based on ASD severity. Our results suggest that girls and boys were more similar than different, however they also raise questions about the potential differential associations between development and requesting ability in girls and boys with ASD.
    Journal of Autism and Developmental Disorders 09/2014; Online First. DOI:10.1007/s10803-014-2234-3
  • [Show abstract] [Hide abstract]
    ABSTRACT: Abstract This systematic review examines train the trainer (TTT) effectiveness trials of behavioral interventions for individuals with autism spectrum disorder (ASD). Published methodological quality scales were used to assess studies including participant description, research design, intervention, outcomes, and analysis. Twelve studies including 9 weak quality quasi-experimental studies, 2 single-subject experimental design studies of moderate and weak quality, and 1 high quality randomized control trial were included. Overall, author reported effect sizes and calculation of improvement rate difference for SSRDs indicate positive effects of intervention across participant outcomes including cognition, language, and autism symptoms postcommunity delivered interventions primarily based in applied behavior analysis. Effects varied by children's developmental level.
    American Journal on Intellectual and Developmental Disabilities 09/2014; 119(5):436-451. DOI:10.1352/1944-7558-119.5.436 · 2.08 Impact Factor