Does Teaching Joint Attention Improve Language in Children With Autism Spectrum Disorder?
Perspectives of the ASHA Special Interest Groups
Manwaring, S. S., & Stevens, A. L. (2017).
Perspectives of the ASHA Special Interest Groups, 2(1), 11-26.
This systematic review investigates the effects of joint attention interventions on language outcomes in children on the autism spectrum.
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Not further specified
Randomized controlled trials; quasi-experimental group design; single-subject experimental design
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Findings suggested that joint attention (JA) interventions may lead to improvement in receptive language and expressive language outcomes for children on the autism spectrum; however, significant variability across studies was noted. "Results indicate that a combined approach that includes both naturalistic/developmental, as well as behavioral strategies to target JA skills, may result in greater language gains" (p. 23).
