The effect of teacher implemented Joint Attention intervention on improving teacher- child communication and social interaction among children with ASD
Keywords:
Teacher implemented Joint Attention intervention; teacher- child communication; social interaction; children with ASD.
Abstract
This study aimed to investigate the effectiveness of teacher implemented JA intervention on improving teacher- child communication and social interaction among children with ASD. A pretest-posttest design, where the dependent variables are measured once before the treatment is implemented and once after it is implemented, was employed. MW Test was employed, run by SPSS V18.0. MW Test results indicated the effectiveness of teacher implemented Joint Attention intervention on improving teacher- child communication and social interaction among children with ASD. This study could contribute to the literature on teacher implemented Joint Attention intervention as there is dearth research in this area. The study is concerned with training young children with ASD in joint attention which may have substantial effect on their communication and social interaction.
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References
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Ahmed, H. (2014). The Effect Of Social Stories Intervention On Social Skills Of Children With Autism Spectrum Disorder. International Journal of Psycho-Educational Sciences ,3(2),32-40.
Anderson, D., Floody, H., Lord, C. & Pickles, A. (2013) Social Engagement in Very Young Children with Autism: Differences across contexts. Tampa. FL: The Society for Research in Child Development.
Baranek, G. T., Watson, L. R., Boyd, B. A., Poe, M. D., David, F. J., & McGuire L. (2013). Hyporesponsiveness to social and nonsocial sensory stimuli in children with autism, children with developmental delays, and typically developing children. Development and Psychopathology, 25, 307-320.
Cheryl, D. & Joseph, A. (2015). The use of joint attention in the naturalistic setting in children with autism spectrum disorder. Malta Journal of Health Sciences, 2(1), 16-21.
Clifford, S. M., & Dissanayake, C. (2008). The Early Development of Joint Attention in Infants with Autistic Disorder Using Home Video Observations and Parental Interview. Journal of Autism and Developmental Disorders, 38, 791-805.
Ebrahim, M. (2019). Effectiveness of a Pivotal Response Training Programme in Joint Attention and Social Interaction of Kindergarten Children with Autism Spectrum Disorder. International Journal of Psycho-Educational Sciences, 8 (2), 48-56.
El Seri, E. (1988). Child Intelligence Test. Alam El Kutob, Cairo.
Ferraioli, S. & Harris, S. (2011). Teaching Joint Attention to Children with Autism Through A Sibling‐Mediated Behavioral Intervention. Behavioral Intervention, 26(4), 261-281.
Inge, S. Herbert, R., Petra, W. &Ghent, U. (2014). Exploring the nature of joint attention impairments in young children with autism spectrum disorder: associated social and cognitive skills. Journal of Autism and Developmental Disorders. 42(1),1-12
Jaswinder K., Sarah L., Luc L. & Rebecca J. (2011). The Screen for Social Interaction (SSI): A Screening Measure for Autism Spectrum Disorders in Preschoolers. Res Dev Disabil. 32(6): 2519–2529.
Jennifer, K. & Emily, J. (2019). Increasing Joint Attention in Children with Autism and Their Peers. Behav Anal Pract., 12(1): 78–94.
Kasari, C., Gulsrud, A. C., Wong, C., Kwon, S., & Locke, J. (2010). Randomized controlled caregiver mediated joint engagement intervention for toddlers with autism. Journal of Autism and Developmental Disorders, 40, 1045-1056.
Kwisthout, J., Vogt, P., Haselager, P. & Dijkstra, T. (2008). Joint attention and language evolution. Connection Science, 20, 155-171.
Lawton K, Kasari C. (2012). Brief report: longitudinal improvements in the quality of joint attention in preschool children with autism. Journal of Autism and Developmental Disorders. 42(2):307–312. doi: 10.1007/s10803-011-1231-z
Mahmoud, F. (2015). The Effectiveness of Picture Exchange Communication System in Improving the Functional Communication Skills of Individuals with Autism Spectrum Disorders . International Journal of Psycho-Educational Sciences, 4(1), 31-37.
Mahmoud, M. (2015). The Effectiveness of a Training Program Based on Dodge's Social Information Processing Model on Improving Social Skills of Children with Autism Disorder. International Journal of Psycho-Educational Sciences, 4(2), 22-28.
Meek, S. E., Robinson, L, T., & Jahromi, L. B. (2012). Parent-child predictors of social competence with peers in children with and without autism. Research in Autism Spectrum Disorders, 6(2), 815-823.
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Mohammed M. (2016). Implementing a Joint Attention Intervention by Siblings: Effects on Children with Autism Spectrum Disorder. International Journal of Psycho-Educational Sciences, 5 (1), 10-16.
Mohammed, S. (2016). The Effect of Graphic Organizers on Improving Reading Comprehension of Children with Autism Disorder. International Journal of Psycho-Educational Sciences, 5 (1), 33-37.
Mortada, A. (2017). The Effect of Peer-Mediated Picture Exchange Communication System Intervention in Improving Vocabulary Knowledge in Children with Autism Spectrum Disorders. International Journal of Psycho-Educational Sciences, 6 (2), 23-29.
Mostafa, A. (2018). Investigating the Effect of Multisensory Approach on Improving Emergent Literacy Skills in Children with Autism Disorder. International Journal of Psycho-Educational Sciences, 7(1), 94-99.
Mourad, A. (2015). The Effectiveness of a Joint Attention Training Program on Improving Communication Skills of Children With Autism Spectrum Disorder.International Journal of Psycho-Educational Sciences, 4(3), 3-12.
Mourad, A. (2016). The Effectiveness of Social Stories among Children and Adolescents with Autism Spectrum Disorders: Meta- Analysis. International Journal of Psycho-Educational Sciences, 5(2), 51-60.
Mourad A. (2017 a). A Systematic Review of Autism Spectrum Disorder in Children and Adolescents: Social Deficits and Intervention. International Journal of Psycho-Educational Sciences, 6 (2), 12-22.
Mourad A. (2017 b). Are Phonological Awareness Intervention Programs Effective for Children with Disabilities? A Systematic Review. International Journal of Psycho-Educational Sciences, 6 (3), 11-20.
Mourad, A. (2018 a). The Effectiveness of a Life Skills Training Based on the Response to Intervention Model on Improving Functional Communication Skills in Children with Autism. International Journal of Psycho-Educational Sciences, 7 (3), 56-61.
Mourad, A. (2018 b). Issues Related to Identification of Children with Autism Spectrum Disorders (ASDs) Insights from DSM-5. International Journal of Psycho-Educational Sciences, 7 (3), 62-66.
Mundy, P. (2013). RJA/IJA (Initiating/Responding to Joint Attention). F.R. Volkmar (ed.), Encyclopedia of Autism Spectrum Disorders, Springer Science+Business Media New York.
Murray, D. S., Creaghead, N. A., Manning-Courtney, P., Shear, P. K., Bean, J., & Prendeville, J. (2008). The relationship between joint attention and language in children with autism spectrum disorders. Focus on Autism and Other Developmental Disorders, 23(1), 5 – 14.
Schilbach, L., Wilms, M., Eickhoff, S. B., Romanzetti, S., Tepest, R., Bente, G., Shah, N. J., Fink, G. R., Vogeley, K. (2009). Minds made for sharing. An fMRI investigation of the neural correlates of joint attention during engagement in online social interaction. NeuroImage, 47, S39 – S41.
Whalen, C., & Schreibman, L. (2003). Joint attention training for children with autism using behavior modification procedures. Journal of Child Psychology and Psychiatry ,44:3, 456–468
Whalen, C., Schreibman, L., & Ingersoll, B. (2006). The collateral effects of joint attention training on social initiations, positive affect, imitation, and spontaneous speech for young children with autism. Journal of Autism and Developmental Disorders, 36, 655-664.
White SA, Cohen D, Cassel RS, Saint-Georges C, Mahdhaoui A, Laznik M-C, et al. (2013). Do parentese prosody and fathers’ involvement in interacting facilitate social interaction in infants who later develop autism? PLoS One. 8: e61402.
Ahmed, H. (2014). The Effect Of Social Stories Intervention On Social Skills Of Children With Autism Spectrum Disorder. International Journal of Psycho-Educational Sciences ,3(2),32-40.
Anderson, D., Floody, H., Lord, C. & Pickles, A. (2013) Social Engagement in Very Young Children with Autism: Differences across contexts. Tampa. FL: The Society for Research in Child Development.
Baranek, G. T., Watson, L. R., Boyd, B. A., Poe, M. D., David, F. J., & McGuire L. (2013). Hyporesponsiveness to social and nonsocial sensory stimuli in children with autism, children with developmental delays, and typically developing children. Development and Psychopathology, 25, 307-320.
Cheryl, D. & Joseph, A. (2015). The use of joint attention in the naturalistic setting in children with autism spectrum disorder. Malta Journal of Health Sciences, 2(1), 16-21.
Clifford, S. M., & Dissanayake, C. (2008). The Early Development of Joint Attention in Infants with Autistic Disorder Using Home Video Observations and Parental Interview. Journal of Autism and Developmental Disorders, 38, 791-805.
Ebrahim, M. (2019). Effectiveness of a Pivotal Response Training Programme in Joint Attention and Social Interaction of Kindergarten Children with Autism Spectrum Disorder. International Journal of Psycho-Educational Sciences, 8 (2), 48-56.
El Seri, E. (1988). Child Intelligence Test. Alam El Kutob, Cairo.
Ferraioli, S. & Harris, S. (2011). Teaching Joint Attention to Children with Autism Through A Sibling‐Mediated Behavioral Intervention. Behavioral Intervention, 26(4), 261-281.
Inge, S. Herbert, R., Petra, W. &Ghent, U. (2014). Exploring the nature of joint attention impairments in young children with autism spectrum disorder: associated social and cognitive skills. Journal of Autism and Developmental Disorders. 42(1),1-12
Jaswinder K., Sarah L., Luc L. & Rebecca J. (2011). The Screen for Social Interaction (SSI): A Screening Measure for Autism Spectrum Disorders in Preschoolers. Res Dev Disabil. 32(6): 2519–2529.
Jennifer, K. & Emily, J. (2019). Increasing Joint Attention in Children with Autism and Their Peers. Behav Anal Pract., 12(1): 78–94.
Kasari, C., Gulsrud, A. C., Wong, C., Kwon, S., & Locke, J. (2010). Randomized controlled caregiver mediated joint engagement intervention for toddlers with autism. Journal of Autism and Developmental Disorders, 40, 1045-1056.
Kwisthout, J., Vogt, P., Haselager, P. & Dijkstra, T. (2008). Joint attention and language evolution. Connection Science, 20, 155-171.
Lawton K, Kasari C. (2012). Brief report: longitudinal improvements in the quality of joint attention in preschool children with autism. Journal of Autism and Developmental Disorders. 42(2):307–312. doi: 10.1007/s10803-011-1231-z
Mahmoud, F. (2015). The Effectiveness of Picture Exchange Communication System in Improving the Functional Communication Skills of Individuals with Autism Spectrum Disorders . International Journal of Psycho-Educational Sciences, 4(1), 31-37.
Mahmoud, M. (2015). The Effectiveness of a Training Program Based on Dodge's Social Information Processing Model on Improving Social Skills of Children with Autism Disorder. International Journal of Psycho-Educational Sciences, 4(2), 22-28.
Meek, S. E., Robinson, L, T., & Jahromi, L. B. (2012). Parent-child predictors of social competence with peers in children with and without autism. Research in Autism Spectrum Disorders, 6(2), 815-823.
Mohammed, A. (2006). The Childhood Autism Rating Scale. Dar Rashar For Publishing, Cairo.
Mohammed, A. & Mostafa, A. (2012). Effectiveness of a Phonological Awareness Training Intervention on Word Recognition Ability of Children with Autism Spectrum Disorder. International Journal of Psycho-Educational Sciences, 1(1), 2-10.
Mohammed M. (2016). Implementing a Joint Attention Intervention by Siblings: Effects on Children with Autism Spectrum Disorder. International Journal of Psycho-Educational Sciences, 5 (1), 10-16.
Mohammed, S. (2016). The Effect of Graphic Organizers on Improving Reading Comprehension of Children with Autism Disorder. International Journal of Psycho-Educational Sciences, 5 (1), 33-37.
Mortada, A. (2017). The Effect of Peer-Mediated Picture Exchange Communication System Intervention in Improving Vocabulary Knowledge in Children with Autism Spectrum Disorders. International Journal of Psycho-Educational Sciences, 6 (2), 23-29.
Mostafa, A. (2018). Investigating the Effect of Multisensory Approach on Improving Emergent Literacy Skills in Children with Autism Disorder. International Journal of Psycho-Educational Sciences, 7(1), 94-99.
Mourad, A. (2015). The Effectiveness of a Joint Attention Training Program on Improving Communication Skills of Children With Autism Spectrum Disorder.International Journal of Psycho-Educational Sciences, 4(3), 3-12.
Mourad, A. (2016). The Effectiveness of Social Stories among Children and Adolescents with Autism Spectrum Disorders: Meta- Analysis. International Journal of Psycho-Educational Sciences, 5(2), 51-60.
Mourad A. (2017 a). A Systematic Review of Autism Spectrum Disorder in Children and Adolescents: Social Deficits and Intervention. International Journal of Psycho-Educational Sciences, 6 (2), 12-22.
Mourad A. (2017 b). Are Phonological Awareness Intervention Programs Effective for Children with Disabilities? A Systematic Review. International Journal of Psycho-Educational Sciences, 6 (3), 11-20.
Mourad, A. (2018 a). The Effectiveness of a Life Skills Training Based on the Response to Intervention Model on Improving Functional Communication Skills in Children with Autism. International Journal of Psycho-Educational Sciences, 7 (3), 56-61.
Mourad, A. (2018 b). Issues Related to Identification of Children with Autism Spectrum Disorders (ASDs) Insights from DSM-5. International Journal of Psycho-Educational Sciences, 7 (3), 62-66.
Mundy, P. (2013). RJA/IJA (Initiating/Responding to Joint Attention). F.R. Volkmar (ed.), Encyclopedia of Autism Spectrum Disorders, Springer Science+Business Media New York.
Murray, D. S., Creaghead, N. A., Manning-Courtney, P., Shear, P. K., Bean, J., & Prendeville, J. (2008). The relationship between joint attention and language in children with autism spectrum disorders. Focus on Autism and Other Developmental Disorders, 23(1), 5 – 14.
Schilbach, L., Wilms, M., Eickhoff, S. B., Romanzetti, S., Tepest, R., Bente, G., Shah, N. J., Fink, G. R., Vogeley, K. (2009). Minds made for sharing. An fMRI investigation of the neural correlates of joint attention during engagement in online social interaction. NeuroImage, 47, S39 – S41.
Whalen, C., & Schreibman, L. (2003). Joint attention training for children with autism using behavior modification procedures. Journal of Child Psychology and Psychiatry ,44:3, 456–468
Whalen, C., Schreibman, L., & Ingersoll, B. (2006). The collateral effects of joint attention training on social initiations, positive affect, imitation, and spontaneous speech for young children with autism. Journal of Autism and Developmental Disorders, 36, 655-664.
White SA, Cohen D, Cassel RS, Saint-Georges C, Mahdhaoui A, Laznik M-C, et al. (2013). Do parentese prosody and fathers’ involvement in interacting facilitate social interaction in infants who later develop autism? PLoS One. 8: e61402.
Published
2020-02-21
How to Cite
Alotaibi, A. (2020). The effect of teacher implemented Joint Attention intervention on improving teacher- child communication and social interaction among children with ASD. Amazonia Investiga, 9(26), 228-235. https://doi.org/10.34069/AI/2020.26.02.26
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