Strategies for Developing Joint Attention in Children with ASD Stephanie D. Becker, PhD KSHA Annual...
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![Page 1: Strategies for Developing Joint Attention in Children with ASD Stephanie D. Becker, PhD KSHA Annual Conference September 26, 2015.](https://reader033.fdocuments.us/reader033/viewer/2022051516/56649ef45503460f94c07c77/html5/thumbnails/1.jpg)
Strategies for Developing Joint Attention in Children
with ASD
Stephanie D. Becker, PhD
KSHA Annual Conference
September 26, 2015
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Learning Outcomes
1. Describe the role that joint attention plays in early communication.
2. Describe at least 4 different joint attentional skills.
3. Identify at least 2 strategies that can be used to teach joint attentional skills.
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Pre-Verbal Communication
Before children are talking,
they are communicating.
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Pre-Verbal Communication
Three primary functions of early communication (Bruner, 1981):
1. Joint attention
2. Behavior regulation
3. Social interaction
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What is Joint Attention?
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Importance of Joint Attention
• Crucial role in developing social-communicative competence
• Correlated with current language abilities
• Predicts later language development
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Development of Joint AttentionDyadic
Interaction Child Communication Partner
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Development of Joint AttentionDyadic
Interaction Child Communication Partner
Triadic Interaction Object
Communication PartnerChild
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Development of Joint Attention
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Development of Joint Attention
Video
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Joint Attention and ASD
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Children with ASD
Joint attention deficits: core feature in diagnosis
Early ID: deficits seen at 12 months for declarative but not imperative points
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Deficits in Children with ASD
• Responding to eye contact from others• Following points from others• Gaze shifting from toy to adult• Using declarative points• Showing items
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Kasari, Freeman, & Paparella (2006)
ABA• Use drill and repetition• Prompt, reinforce
Play-based• Sit close, make eye contact• Follow the child’s interests, engage• Give corrective feedback
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Respond to Eye Contact
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Respond to Eye Contact
• Get in close proximity• Obtain eye contact prior to activity of
high interest• Lean in toward child and wait• Use hands as blinders if needed• Have an animated social response• Immediately do something fun!
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Follow a point
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Follow a Point• Teach proximal (< 6 in) and distal (> 6 in)
points• Set up the environment with interesting /
novel items• Get the child’s attention first• Point to item and comment “Look, a
monkey!” • Re-establish eye contact again and make a
comment “That is a funny monkey!”
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Follow a Point: Materials• Miniature toys set around the room• Silly posters on the wall or hanging from the
ceiling• Items you can throw and stick to the wall• Door left open• Item in wrong location• Start a remote controlled toy• Turn music on• Find a missing item
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Gaze Shift
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Gaze Shift
• Obtain eye contact with the child• Shift child’s attention to toy/picture• Shift child’s attention back to
communication partner: Lean in, give an expectant pause
• Make an excited/animated comment
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Show
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Show
• Establish eye contact• Hold item toward child to model a show • Prompt child to “show” you or other
adult the item• Make a comment about the item• Re-establish eye contact
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Show: Materials
• Unusual or silly toys• Ball with an object inside• Fidget toys• Items pulled out of a bag• Ducks with pictures hidden underneath• Child’s artwork• Photos• Items that are found
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Initiate a Point
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Initiate a Point
• Proximal (< 6 in) or Distal Point (> 6 in)• Establish eye contact• Set up environment • Prompt child to point• Re-establish eye contact
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Initiate a Point: Materials• Pictures hanging from ceiling • Party materials• Toy flashlight that shines pictures on wall• Wind-up toy• Broken toy (car missing wheel)• Pop-up puppet• Potato head pieces in wrong locations• Animated book• Hidden items in a container filled with rice
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