Joint Attention Interventions for Children With Autism Spectrum Disorders: A Systematic Review and Meta-Analysis

• In Event: 49.084 - Autism Spectrum Disorders: Educational Placements and Supports

Abstract

A core social-communication deficit in children with autism spectrum disorder (ASD) is limited joint attention (JA) engagement—important in the diagnosis of ASD and shown to be a powerful predictor of later language ability. Various interventions have been used to train JA skills in children with autism. However, it is unclear which intervention, participant, and interventionist factors yield more positive results. This systematic review and meta-analysis will provide a quantitative assessment of the effectiveness of JA interventions aimed at improving JA abilities in children with ASD. Twelve randomized controlled trials met inclusion criteria. All comparisons resulted in a statistically significant effect, with the largest effects evidenced for JA treatments that were administered by a non-parent. Limitations and implications are discussed.

Authors

• Kimberly A. Murza, University of Northern Colorado

• Jamie B. Schwartz, University of Central Florida

• Debbie L. Hahs-Vaughn, University of Central Florida

• Chad Nye