Initiating and Responding to Joint Attention Bids in Children With Autism: A Review of the Literature
Research in Developmental Disabilities
Meindl, J. N., & Cannella-Malone, H. I. (2011).
Research in Developmental Disabilities, 32(5), 1441-1454.
This literature review compares the effects of joint attention responding interventions to the effects of joint attention initiating interventions and investigates the effects of social and non-social consequences on joint attention skills in children on the autism spectrum.
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Peer-reviewed, English-language studies (not further specified)
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Responding to bids for joint attention (RJA) can be enhanced through simple interventions such as imitation training. "It appears as though successful instruction on RJA is insufficient to increase levels of IJA [initiating bids for joint attention] responding in the absence of direct IJA instruction" (p. 1448).
"In general, it appears that simple interventions (i.e., those consisting of one or two intervention components) are more successful than complex interventions (i.e., those consisting of multiple intervention components) or those that used non-researchers to deliver treatment (e.g., parents or peers)" (p. 1446). This trend was noted for interventions targeting responding to bids for joint attention (RJA) as well as those targeting initiating bids for joint attention (IJA).
