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Joint attention and symbolic play in young children with autism: a randomized controlled intervention study
Author(s) -
McConachie Helen
Publication year - 2006
Publication title -
child: care, health and development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.832
H-Index - 82
eISSN - 1365-2214
pISSN - 0305-1862
DOI - 10.1111/j.1365-2214.2006.00706_2.x
Subject(s) - autism , joint attention , generalizability theory , psychological intervention , intervention (counseling) , randomized controlled trial , psychology , developmental psychology , clinical psychology , medicine , psychiatry , surgery
Joint attention and symbolic play in young children with autism: a randomized controlled intervention study.
Kasari C. , Freeman S. & Paparella T.(2006)Journal of Child Psychology and Psychiatry (formerly Journal of Child Psychology and Psychiatry and Allied Disciplines),47,611–620.Background Delays and deficits in joint attention and symbolic play constitute two important developmental problems in young children with autism. These areas of deficit have been well studied in autism but have rarely been the focus of treatment efforts (see Kasari, Freeman & Paparella 2001). In this study, we examine the efficacy of targeted interventions of joint attention and symbolic play. Methods Participants were 58 children with autism aged 3 and 4 years old (46 boys). Children were randomized to a joint attention intervention, a symbolic play intervention, or control group. Interventions were conducted 30 min daily for 5–6 weeks. Both structured assessments of joint attention and play skills and mother–child interactions were collected pre and post intervention by independent assessors. Results Results indicate that both intervention groups improved significantly over the control group on certain behaviours. Children in the joint attention intervention initiated significantly more showing and responsiveness to joint attention on the structured joint attention assessment and more child‐initiated joint attention in the mother–child interaction. The children in the play group showed more diverse types of symbolic play in interaction with their mothers and higher play levels both on the play assessment and in interaction with their mothers. Conclusions This randomized controlled trial provides promising data on the specificity and generalizability of joint attention and play interventions for young children with autism. Future studies need to examine the long‐term effects of these early interventions on children’s development.