Joint Attention Interventions for Children with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis
International Journal of Language & Communication Disorders
Murza, K. A., Schwartz, J. B., et al. (2016).
International Journal of Language & Communication Disorders, 51(3), 236-251.
This systematic review and meta-analysis investigates the effect of joint attention interventions on joint attention abilities in children on the autism spectrum.
Not stated
Through January 28, 2015
Randomized experimental study designs
14 studies included in the meta-analysis
Treatment and service delivery variables were analyzed. The overlapping confidence intervals of these variables indicate that the comparisons were not statistically different from each other. This suggests that the various interventions (i.e., discrete trail training plus social interactive, parent-mediated treatments), treatment providers, and treatment dosages are similar in terms of efficacy.
Findings "were positive and significant yielding moderate effects ranging from 0.345 to 0.719 suggesting that explicit joint attention interventions improve initiation of or responding to joint attention bids" (p. 247). "The methodological quality of the included studies was generally judged to be acceptable" (p. 247) however, some limitations (e.g., inadequate reporting) were noted.
