The Effects of the Responsive Interaction Intervention on Joint Attention Skills and Interaction Skills of Children with Autism and Interaction Skills of their Mothers

2018 ◽  
Vol 34 (2) ◽  
pp. 93-114
Author(s):  
Yong Ah Min ◽  
Jin Ho Kim
Keyword(s):  
Joint Attention ◽  
Children With Autism ◽  
Attention Skills ◽  
Interaction Skills

Stability of joint attention skills in children with autism

1998 ◽  
Vol 21 ◽  
pp. 541
Author(s):  
Cynthia D. Littleford ◽  
Marian Sigman ◽  
Donna W. Liau
Keyword(s):  
Joint Attention ◽  
Children With Autism ◽  
Attention Skills

Training Joint Attention Skills and Facilitating Proactive Interactions in Children With Autism Spectrum Disorder: A Loosely Coupled Collaborative Tabletop-Based Application in a Chinese Special Education Classroom

2017 ◽  
Vol 57 (1) ◽  
pp. 32-57 ◽  
Author(s):  
Pinata Winoto ◽  
Tiffany Y. Tang
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Social Environment ◽  
Joint Attention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
The Other ◽  
Loosely Coupled ◽  
Attention Skills ◽  
Communication Challenges

Joint attention skills, broadly speaking, refer to the ability to share experiences and interests about objects and events with others in a social environment. Due to their impairment in joint attention skills, children with autism are usually facing communication challenges, for example, being reluctant to socialize and share items with others. Previous research, aiming to enhance and promote collaboration among children in this population, had designed collaborative games for children to share a single workspace with highly coupled collaborative tasks, which thus could result in forced collaboration and reduce game playability. To address this issue, we design a collaborative puzzle game to indirectly foster players’ collaboration and proactive interaction, to train their joint attention skills gradually. The application is different from previous ones in two aspects: (a) It supports loosely coupled collaboration between two players and (b) it focuses on measuring/promoting the joint attention skills among players. Specifically, some puzzle pieces of a player will be systematically put in another player’s workspace, and they are expected to notice and share them with the other player to complete the whole game. In addition, the game complexity can also be adaptively adjusted according to the players’ playing behavior.

Robot-mediated joint attention in children with autism

2004 ◽  
Vol 5 (2) ◽  
pp. 161-198 ◽  
Author(s):  
Ben Robins ◽  
Paul Dickerson ◽  
Penny Stribling ◽  
Kerstin Dautenhahn
Keyword(s):  
Conversation Analysis ◽  
Joint Attention ◽  
Children With Autism ◽  
Human Interaction ◽  
Potential Contribution ◽  
Service Robotics ◽  
Autism Research ◽  
Video Footage ◽  
Attention Skills ◽  
Interaction Research

Interactive robots are used increasingly not only in entertainment and service robotics, but also in rehabilitation, therapy and education. The work presented in this paper is part of the Aurora project, rooted in assistive technology and robot-human interaction research. Our primary aim is to study if robots can potentially be used as therapeutically or educationally useful ‘toys’. In this paper we outline the aims of the project that this study belongs to, as well as the specific qualitative contextual perspective that is being used. We then provide an in-depth evaluation, in part using Conversation Analysis (CA), of segments of trials where three children with autism interacted with a robot as well as an adult. We focus our analysis primarily on joint attention which plays a fundamental role in human development and social understanding. Joint attention skills of children with autism have been studied extensively in autism research and therefore this behaviour provides a relevant focus for our study. In the setting used, joint attention emerges from natural and spontaneous interactions between a child and an adult. We present the data in the form of transcripts and photo stills. The examples were selected from extensive video footage for illustrative purposes, i.e. demonstrating how children with autism can respond to the changing behaviour of their co-participant, i.e. the experimenter. Furthermore, our data shows that the robot provides a salient object, or mediator for joint attention. The paper concludes with a discussion of implications of this work in the context of further studies with robots and children with autism within the Aurora project, as well as the potential contribution of robots to research into the nature of autism.

Joint attention, developmental level, and symptom presentation in autism

1994 ◽  
Vol 6 (3) ◽  
pp. 389-401 ◽  
Author(s):  
Peter Mundy ◽  
Marian Sigman ◽  
Connie Kasari
Keyword(s):  
Joint Attention ◽  
Normal Development ◽  
Children With Autism ◽  
Developmental Level ◽  
Symptom Presentation ◽  
Autistic Children ◽  
Developmental Models ◽  
Mental Age ◽  
Attention Skills ◽  
Skill Deficits

AbstractRecent data suggest that a disturbance in the development of joint attention skills is a specific characteristic of young autistic children. This observation may have both theoretical and clinical significance. However, many pertinent issues remain to be addressed with regard to the parameters of joint attention disturbance in children with autism. This study attempted to address several of these issues. The study examines the effects of mental age and IQ on the joint attention skills of children with autism, mental retardation, and normal development. The study also examined the relation of joint attention behaviors to the parent's report of symptoms presented by children with autism. The results suggested that, differences in IQ and mental age may be related to differences in the type of joint attention skill deficits displayed by children with autism. The results also suggested that joint attention disturbance is associated with a circumscribed, but social cluster of symptoms observed among young autistic children by their parents. The implications of these findings for developmental models of autism are discussed.

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