Using A Functional Play Intervention to Increase Joint Attention of School-aged, Non-Verbal Children with Autism Spectrum Disorder (ASD)
Keywords:
Joint Attention, Play, Autism Spectrum DisorderAbstract
The vast majority of joint attention interventions for children with autism spectrum disorder (ASD) are geared toward toddlers and preschoolers as it is an early developmental skill. However, many of the youngsters do not acquire joint attention despite these early interventions and subsequently do not exhibit joint attention later in life. In the current study, we used a multiple baseline design across three school-aged, non-verbal children with ASD, to assess the efficacy of a functional play intervention to increase joint attention. During baseline, all three children demonstrated minimal joint attention and appropriate play. Following baseline, the functional play intervention was presented, which consisted of teaching functional play through modeling. Post-intervention probes demonstrated gains in both joint attention and functional play. Furthermore, these behaviors generalized across person, setting, and stimuli. The results of this study provide evidence that functional play interventions may be a promising approach to teach and promote joint attention for older, school-aged children with ASD.
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References
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Bakeman, R., & Adamson, L. B. (1984). Coordinating attention to people and objects in mother-infant and peer–infant interaction. Child Development, 55, 1278– 1289.
Baron-Cohen (1991). Precursors to a theory of mind: Understanding attention in others. In A. Whiten (Ed.), Natural theories of mind: Evolution, development and simulation of everyday mindreading (p. 233–251). Basil Blackwell.
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Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Drew, A., & Cox, A. (2003). Predicting language outcome in infants with autism and pervasive developmental disorder. International Journal of Language and Communication Disorders, 38, 265– 285.
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Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47(6), 611-620.
Kasari, C., Freeman, S., Paparella, T., & Jahromi, L.B. (2008). Language outcome in autism: Randomized comparison of joint attention and play interventions. Journal of Child Psychology and Psychiatry, 76(1), 125-137.
Kasari, C., Gulsrud, A.C., Wong, C., Kwon, S. & Locke, J. (2010). Randomized controlled caregiver mediated joint attention engagement intervention for toddlers with autism. Journal of Autism and Developmental Disorders, 40, 1045-1056.
MacDonald, R., Anderson, J., Dube, W.V., Geckeler, A., Green, G., Holcomb, W., et al. (2006). Behavioral assessment of joint attention: A methodological report. Research in Developmental Disabilities, 27, 138-150.
Miendl, J.N. & Cannella-Malone, H.I. (2011). Initiating and responding to joint attention bids in children with autism: A review of the literature. Research in Developmental Disabilities 32, 1441-1454.
Mundy, P., Sigman, M. & Kasari, C. (1994). Join attention, developmental level and symptom presentation in autism. Development and Psychopathologym, 6, 389-401.
Mundy, P. (1995). Joint attention and social-emotional approach behavior in children with autism. Development and Psychopathology, 7, 63-82.
Mundy, P., Sigman, M., Ungerer, J. & Sherman, T. (1986). Defining the social deficits of autism: The contribution of nonverbal communication measures. Journal of Child Psychology and Psychiatry, 27, 657-669.
Nock, M. K. (2002). A multiple-baseline evaluation of the treatment of food phobia in a young boy. Journal of Behavior Therapy And Experimental Psychiatry, 33(3-4), 217-225.
Pierce, K. & Schreibman, L. (1995). Increasing complex social behaviors in children with autism: Effects of peer-implemented pivotal response training. Journal of Applied Behavior Analysis, 23, 285- 295.
Osterling, J., & Dawson, G. (1994). Early recognition of children with autism: A study of first birthday home videotapes. Journal of Autism and Developmental Disorders, 24, 247–256.
Spector, V. and Charlop, M.H. (2017).A Sibling-Mediated Intervention for Children with Autism Spectrum Disorder: Using the Natural Language Paradigm (NLP). Journal of Autism and Developmental Disorders, 1-15.
Taylor, B. A., & Hoch, H. (2008). Teaching children with autism to respond to and initiate bids for joint attention. Journal Of Applied Behavior Analysis, 41(3), 377-391. doi:10.1901/jaba.2008.41-377
Tomasello, M. & Farrar, M. (1986). Joint attention and early language. Child Development, 57, 1454- 1463.
Warryen, P., Van Der Paelt, S., & Roeyers, H. (2014). Socialcommunicative abilities as treatment goals for preschool children with autism spectrum disorder: The importance of imitation, joint attention, and play. Developmental Medicine and Child Neurology, 56, 712-716.
Whalen, C. & Schreibman, L. (2003). Joint attention training for children with autism using behavior modification procedures. Journal of Child Psychology and Psychiatry, 44, 456-468.
White, P.J., O’Reilly, M., Streusand, W., Levine, A., Sigafoos, J., Lancioni, G., Fragale, C., Pierce, N.& Aguilar, J. (2011). Best practices for teaching joint attention: A systematic review of the intervention literature. Research in Autism Spectrum Disorders, 5(4), 1283-1295.
Bakeman, R., & Adamson, L. B. (1984). Coordinating attention to people and objects in mother-infant and peer–infant interaction. Child Development, 55, 1278– 1289.
Baron-Cohen (1991). Precursors to a theory of mind: Understanding attention in others. In A. Whiten (Ed.), Natural theories of mind: Evolution, development and simulation of everyday mindreading (p. 233–251). Basil Blackwell.
Bates, E., Benigni, L., Bretherton, I., Camaioni, L. & Volterra, V. (1979). The emergence of symbols: Cognition and communication in infancy. New York: Academic Press.
Boutot, E., Guenther, T., & Crozier, S. (2005). Let's Play: Teaching play skills to young children with autism. Education and Training In Developmental Disabilities, 40(3), 285-292.
Charlop, M.H, Lang, R. and Rispoli, M. (2018). Evidencebased approaches to teaching play and social skills to children with autism spectrum disorder. Springer.
Carpenter, M., Pennington, B. F., & Rogers, S. J. (2002). Interrelations among social-cognitive skills in young children with autism. Journal of Autism and Developmental Disorders, 32, 91–106.
Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Drew, A., & Cox, A. (2000). Testing joint attention, imtation, and play as infancy precursors to langauge and theory of mind. Cognitive Development, 15(4), 481-498.
Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Drew, A., & Cox, A. (2003). Predicting language outcome in infants with autism and pervasive developmental disorder. International Journal of Language and Communication Disorders, 38, 265– 285.
Charman, T., Swettenham, J., Baron-Cohen, S., Cox, A., Slonims, V., Wheelwright, S., et al. (1997). Infants with autism: An investigation of empathy, pretend play, joint attention, and imitation. Developmental Psychology, 33, 781-789.
Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47(6), 611-620.
Kasari, C., Freeman, S., Paparella, T., & Jahromi, L.B. (2008). Language outcome in autism: Randomized comparison of joint attention and play interventions. Journal of Child Psychology and Psychiatry, 76(1), 125-137.
Kasari, C., Gulsrud, A.C., Wong, C., Kwon, S. & Locke, J. (2010). Randomized controlled caregiver mediated joint attention engagement intervention for toddlers with autism. Journal of Autism and Developmental Disorders, 40, 1045-1056.
MacDonald, R., Anderson, J., Dube, W.V., Geckeler, A., Green, G., Holcomb, W., et al. (2006). Behavioral assessment of joint attention: A methodological report. Research in Developmental Disabilities, 27, 138-150.
Miendl, J.N. & Cannella-Malone, H.I. (2011). Initiating and responding to joint attention bids in children with autism: A review of the literature. Research in Developmental Disabilities 32, 1441-1454.
Mundy, P., Sigman, M. & Kasari, C. (1994). Join attention, developmental level and symptom presentation in autism. Development and Psychopathologym, 6, 389-401.
Mundy, P. (1995). Joint attention and social-emotional approach behavior in children with autism. Development and Psychopathology, 7, 63-82.
Mundy, P., Sigman, M., Ungerer, J. & Sherman, T. (1986). Defining the social deficits of autism: The contribution of nonverbal communication measures. Journal of Child Psychology and Psychiatry, 27, 657-669.
Nock, M. K. (2002). A multiple-baseline evaluation of the treatment of food phobia in a young boy. Journal of Behavior Therapy And Experimental Psychiatry, 33(3-4), 217-225.
Pierce, K. & Schreibman, L. (1995). Increasing complex social behaviors in children with autism: Effects of peer-implemented pivotal response training. Journal of Applied Behavior Analysis, 23, 285- 295.
Osterling, J., & Dawson, G. (1994). Early recognition of children with autism: A study of first birthday home videotapes. Journal of Autism and Developmental Disorders, 24, 247–256.
Spector, V. and Charlop, M.H. (2017).A Sibling-Mediated Intervention for Children with Autism Spectrum Disorder: Using the Natural Language Paradigm (NLP). Journal of Autism and Developmental Disorders, 1-15.
Taylor, B. A., & Hoch, H. (2008). Teaching children with autism to respond to and initiate bids for joint attention. Journal Of Applied Behavior Analysis, 41(3), 377-391. doi:10.1901/jaba.2008.41-377
Tomasello, M. & Farrar, M. (1986). Joint attention and early language. Child Development, 57, 1454- 1463.
Warryen, P., Van Der Paelt, S., & Roeyers, H. (2014). Socialcommunicative abilities as treatment goals for preschool children with autism spectrum disorder: The importance of imitation, joint attention, and play. Developmental Medicine and Child Neurology, 56, 712-716.
Whalen, C. & Schreibman, L. (2003). Joint attention training for children with autism using behavior modification procedures. Journal of Child Psychology and Psychiatry, 44, 456-468.
White, P.J., O’Reilly, M., Streusand, W., Levine, A., Sigafoos, J., Lancioni, G., Fragale, C., Pierce, N.& Aguilar, J. (2011). Best practices for teaching joint attention: A systematic review of the intervention literature. Research in Autism Spectrum Disorders, 5(4), 1283-1295.
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Published
2021-03-09
How to Cite
Basso, T., Charlop, M. H. ., & Gumaer, C. B. (2021). Using A Functional Play Intervention to Increase Joint Attention of School-aged, Non-Verbal Children with Autism Spectrum Disorder (ASD). International Electronic Journal of Elementary Education, 13(3). Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/1483
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