Difference between revisions of "Joint Attention"

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=== Basic Characteristics ===
 
=== Basic Characteristics ===
 
* Description
 
* Description
Joint Attention refers to the process of alerting one person to a stimulus through nonverbal cues such as finger pointing or gazing. It is one of the first signs of the development of a theory of mind in babies and serves as an important step to later language and social development.<sup>1,2</sup>  
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Joint Attention refers to the process of alerting one person to a stimulus through nonverbal cues such as finger pointing or gazing. It is one of the first signs of the development of a theory of mind in babies and serves as an important step to later language and social development.<sup>1,2,6</sup>  
 
   
 
   
 
* History
 
* History
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===Tests to Measure Joint Attention===
 
===Tests to Measure Joint Attention===
  

Revision as of 12:46, 6 April 2010

Joint Attention

Basic Characteristics

  • Description

Joint Attention refers to the process of alerting one person to a stimulus through nonverbal cues such as finger pointing or gazing. It is one of the first signs of the development of a theory of mind in babies and serves as an important step to later language and social development.1,2,6

  • History

Joint Attention and Autism Spectrum Disorder Joint Attention is considered one of the early core deficits in children with ASD. It is a significant predictor of language development in children with autism.2,6 Joint Attention behaviors that have frequently been investigated in children with ASD are pointing. follow pointing, checking, gaze-following, response to name, showing and joint visual attention.

Joint Attention behaviors have been differentiated recently in literature. Behaviors like pointing and gaze following develop during the first year of life, and can be thought of as basic joint attention behaviors. They have been found to be directly related to language development. In contrast, joint attention behaviors like checking and follow pointing develop later in life and maybe more socially related than basic joint attention behaviors. These behaviors are called Associated Joint Attention behaviors.

Various studies have together led to the belief that these different joint attention behaviors may elicit participation from different groups of neurons in the brain. Thus by lumping all the joint attention behaviors together, we may have diverging findings across studies on joint behavior, depending on what type of joint behavior is studied. For example, Basic Joint Attention behaviors only require a child to be concerned with the adult's attention on an object. In these behaviors, it is not neccessary for the child to understand the adult's intentions. In contrast, 'checking behavior' and 'follow pointing behavior' cannot be done without understanding the others' intention. Thus, these behaviors more clearly shows the mechanisms of shared intentions. One study found that children with ASD showed less Joint Attention beaviors than typically developing students at 24 months, but by 42 months, they reached similar developmental trajectories and endpoints except for in Joint Visual Attention. Thus, children with ASD showed deficiencies in Joint Attention behavior only early on in life.Furthermore, higher numbers of autistic characteristics can correspondingly predict the amount of deficiencies in Joint Attention. Joint Visual Attention behaviors will increase over time while Basic Joint Attention behaviors and Associated Joint Attention behaviors will decrease. These changes in Joint Attention Behaviors may be because of the development of language.1


Tests to Measure Joint Attention

Concerns

Interventions

Treatments have been developed to improve Joint Attention in children with a variable amount of success. In two recent studies,4,5 it was found that improvements in child joint attention initiations and joint engagement with mothers were able to significantly predict the child's language abilities a year later. Furthermore, it was found that the treatment was most effective for children who were initially nonverbal (speaking less than five spoken words).

Other potential factors that could affect the successfulness of a treatment could be ethnic and economic conditions. However, research incorporating subjects of various economic and ethnic backgrounds have been few and more needs to be done in order to see if these factors are actual moderators of treatment success.





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References

1. Naber, F.B.A. et. al. Joint Attention Development in Toddlers with Autism. Eur Child Adolesc Psychiatry. 2008 Apr;17(3):143-52 PMID 17849078

2. Mundy, P. et al. A longitudinal study of joint attention and language development in autistic children. Journal of Autism and Developmental Disorders, 20, 115–128n PMID 2324051 Phenowiki Database

3. Kasari C et al. Randomized Controlled Caregiver Mediated Joint Engagement Intervention for Toddlers with Autism.J Autism Dev Disord. 2010 Feb 10 PMID 20145986 Phenowiki Database

4. Kasari C et al. Joint attention and symbolic play in young children with autism: a randomized controlled intervention study. J Child Psychol Psychiatry. 2006 Jun;47(6):611-20. PMID 16712638 Phenowiki Database

5. Kasari C et al. Language outcome in autism: randomized comparison of joint attention and play interventions. J Consult Clin Psychol. 2008 Feb;76(1):125-37.PMID 18229990 Phenowiki Database

6. Charman T et al. Predicting language outcome in infants with autism and pervasive developmental disorder.Int J Lang Commun Disord. 2003 Jul-Sep;38(3):265-85. PMID 12851079 Phenowiki Database


Related Information

  • Tasks or Tests to Measure Joint Attention
  • Indicators (dependent variables, conditions, or contrasts; measurement variables used for analysis) associated with this construct (vote or nominate by editing this page):

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External Resources

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Other Details