MCPER researchers are among the authors of a newly published review of the intervention literature that identifies effective instructional techniques for teaching joint attention to children with autism spectrum disorders (ASDs). Many researchers now see joint attention, or the ability to relate or engage another person during social interactions, as a critical target of early intervention for these children. This review outlines for clinicians, teachers, and researchers what interventions have proven effective and where future researchers need to concentrate their efforts.
White, P., O’Reilly, M., Streusand, W., Levine, A., Sigafoos, J., Lancioni, G., . . . Pierce, N. (2011). Best practices for teaching joint attention: A systematic review of the intervention literature. Research in Autism Spectrum Disorders, 5, 1283