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ERIC Number: EJ830398
Record Type: Journal
Publication Date: 2009
Pages: 15
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-1750-9467
Establishing Response and Stimulus Classes for Initiating Joint Attention in Children with Autism
Jones, Emily A.
Research in Autism Spectrum Disorders, v3 n2 p375-389 Apr-Jun 2009
The absence of the fundamental skill of "initiating joint attention" reflects the social-communicative impairment characterizing autism. Initiating joint attention is related to social and communication development as well as intervention outcomes for children with autism. A behaviorally based intervention was used to teach an expanded class of responses for initiating joint attention consisting of combinations of nonverbal and verbal forms. The class of stimuli was also expanded to include routine activities involving a diverse array of events that occasion joint attention initiations during interactions with both adults and peers. The importance of addressing sophisticated forms of initiating joint attention within the context of a variety of stimuli ensuring children with autism possess skills similar to their typically developing peers is discussed. (Contains 3 figures.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A