Jones Emily A, Carr Edward G, Feeley Kathleen M
Department of Psychology, Long Island University, Brookville, NY 11548, USA.
Behav Modif. 2006 Nov;30(6):782-834. doi: 10.1177/0145445506289392.
Joint attention refers to an early developing set of behaviors that plays a critical role in both social and language development and is specifically impaired in children with autism. In a series of three studies, preschool teachers demonstrated the effectiveness of discrete trial instruction and pivotal response training strategies to teach joint attention to 5 children with autism (Study 1). Parents of 2 of the 5 children also taught joint attention at home and in the community (Study 2). Several additional dependent measures demonstrated collateral improvements in expressive language and social-communicative characteristics that were socially validated by parent raters (Study 3). Results are discussed with respect to the importance of addressing different forms of joint attention, the necessity to extend intervention to naturalistic contexts and joint attention partners, the pivotal nature of joint attention, and whether intervention adequately addresses both the form and social function of joint attention.
共同注意是指一组早期发展的行为，它在社交和语言发展中都起着关键作用，而自闭症儿童在这方面存在特定障碍。在三项系列研究中，幼儿园教师展示了离散式试验教学和关键反应训练策略在教授5名自闭症儿童共同注意方面的有效性（研究1）。这5名儿童中的2名儿童的家长也在家庭和社区中教授共同注意（研究2）。其他一些相关测量表明，表达性语言和社交沟通特征有附带改善，这些改善得到了家长评估者的社会认可（研究3）。讨论了研究结果，涉及处理不同形式共同注意的重要性、将干预扩展到自然情境和共同注意伙伴的必要性、共同注意的关键性质，以及干预是否充分解决了共同注意的形式和社会功能。
