Facilitating initiating joint attention in children with autism spectrum disorder.

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dc.contributor.author Dos Santos, Kerry
dc.date.accessioned 2010-03-02T07:22:12Z
dc.date.available 2010-03-02T07:22:12Z
dc.date.issued 2010-03-02T07:22:12Z
dc.identifier.uri http://hdl.handle.net/10539/7584
dc.description.abstract Background: Joint attention (JA) is selectively and pervasively impaired in children with autism spectrum disorders (ASD) and has been found to link to later outcomes in language, theory of mind, play and social development. This study investigated the effectiveness of a social interactive intervention to improve initiating JA skills in children with ASD. The intervention was based on the mirror neuron hypothesis, in that techniques used encouraged the children to take on their communication partners’ perspective through a process of embodied simulation. Method: Three participants diagnosed with ASD, under the age of 5, were recruited as well as 3 typically developing children for the setting of training criteria. A multiple-baseline design across participants was implemented. Results: All three participants displayed improvements in their ability to initiate JA. Skills generalized to other settings and communication partners. Improvements were observed by both trained and naïve observers. Conclusions: A social interactive model, based on the mirror neuron hypothesis, utilizing specific techniques which follow the child’s lead may be used to effectively improve initiating joint attention (IJA) in some children with ASD. en_US
dc.language.iso en en_US
dc.subject Joint attention en_US
dc.subject Autism en_US
dc.subject Mirror neurons en_US
dc.subject Embodied simulation en_US
dc.subject Intervention en_US
dc.subject Social interactive approach en_US
dc.subject Undemanding talk en_US
dc.subject Linguistic mapping en_US
dc.subject Contingent imitation en_US
dc.subject Object interest en_US
dc.title Facilitating initiating joint attention in children with autism spectrum disorder. en_US
dc.type Thesis en_US

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