Transcript SpeakerHandouts/ksha2015beckerpresentationslp27x

Strategies for Developing
Joint Attention in Children
with ASD
Stephanie D. Becker, PhD
KSHA Annual Conference
September 26, 2015
Learning Outcomes
1. Describe the role that joint attention
plays in early communication.
2. Describe at least 4 different joint
attentional skills.
3. Identify at least 2 strategies that can
be used to teach joint attentional skills.
Pre-Verbal Communication
Before children are talking,
they are communicating.
Pre-Verbal Communication
Three primary functions of early
communication (Bruner, 1981):
1. Joint attention
2. Behavior regulation
3. Social interaction
What is Joint Attention?
Importance of Joint Attention
• Crucial role in developing socialcommunicative competence
• Correlated with current language
abilities
• Predicts later language development
Development of Joint Attention
Dyadic Interaction
Child
Communication Partner
Development of Joint Attention
Dyadic Interaction
Child
Communication Partner
Triadic Interaction
Object
Child
Communication
Partner
Development of Joint Attention
Development of Joint Attention
Video
Joint Attention and ASD
Children with ASD
Joint attention deficits: core feature in
diagnosis
Early ID: deficits seen at 12 months for
declarative but not imperative points
Deficits in Children with ASD
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Responding to eye contact from others
Following points from others
Gaze shifting from toy to adult
Using declarative points
Showing items
Kasari, Freeman, & Paparella
(2006)
ABA
• Use drill and repetition
• Prompt, reinforce
Play-based
• Sit close, make eye contact
• Follow the child’s interests, engage
• Give corrective feedback
Respond to Eye Contact
Respond to Eye Contact
• Get in close proximity
• Obtain eye contact prior to activity of
high interest
• Lean in toward child and wait
• Use hands as blinders if needed
• Have an animated social response
• Immediately do something fun!
Follow a point
Follow a Point
• Teach proximal (< 6 in) and distal (> 6 in)
points
• Set up the environment with interesting /
novel items
• Get the child’s attention first
• Point to item and comment “Look, a
monkey!”
• Re-establish eye contact again and make a
comment “That is a funny monkey!”
Follow a Point: Materials
• Miniature toys set around the room
• Silly posters on the wall or hanging from the
ceiling
• Items you can throw and stick to the wall
• Door left open
• Item in wrong location
• Start a remote controlled toy
• Turn music on
• Find a missing item
Gaze Shift
Gaze Shift
• Obtain eye contact with the child
• Shift child’s attention to toy/picture
• Shift child’s attention back to
communication partner: Lean in, give
an expectant pause
• Make an excited/animated comment
Show
Show
• Establish eye contact
• Hold item toward child to model a show
• Prompt child to “show” you or other
adult the item
• Make a comment about the item
• Re-establish eye contact
Show: Materials
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Unusual or silly toys
Ball with an object inside
Fidget toys
Items pulled out of a bag
Ducks with pictures hidden underneath
Child’s artwork
Photos
Items that are found
Initiate a Point
Initiate a Point
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Proximal (< 6 in) or Distal Point (> 6 in)
Establish eye contact
Set up environment
Prompt child to point
Re-establish eye contact
Initiate a Point: Materials
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Pictures hanging from ceiling
Party materials
Toy flashlight that shines pictures on wall
Wind-up toy
Broken toy (car missing wheel)
Pop-up puppet
Potato head pieces in wrong locations
Animated book
Hidden items in a container filled with rice