Joint Attention Interventions For Children With Autism Spectrum Disorder: A Systematic Review And Meta-Analysis
Keywords
autism spectrum disorder; intervention; joint attention; meta-analysis; systematic review
Abstract
Background A core social-communication deficit in children with autism spectrum disorder (ASD) is limited joint attention behaviours-important in the diagnosis of ASD and shown to be a powerful predictor of later language ability. Various interventions have been used to train joint attention skills in children with ASD. However, it is unclear which participant, intervention and interventionist factors yield more positive results. Aims The purpose of this systematic review and meta-analysis was to provide a quantitative assessment of the effectiveness of joint attention interventions aimed at improving joint attention abilities in children with ASD. Methods & Procedures The researchers searched six databases for studies meeting the inclusion criteria at two levels: title/abstract and full-text stages. Two independent coders completed data extraction using a coding manual and form developed specifically for this research study. Meta-analysis procedures were used to determine the overall effects of several comparisons including treatment type, treatment administrator, intervention characteristics and follow-up. Main Contribution Fifteen randomized experimental studies met inclusion criteria. All comparisons resulted in statistically significant effects, though overlapping confidence intervals suggest that none of the comparisons were statistically different from each other. Specifically, treatment administrator, dosage and design (control or comparison, etc.) characteristics of the studies do not appear to produce significantly different effects. Conclusions & Implications The results of this meta-analysis provide strong support for explicit joint attention interventions for young children with ASD; however, it remains unclear which children with ASD respond to which type of intervention.
Publication Date
5-1-2016
Publication Title
International Journal of Language and Communication Disorders
Volume
51
Issue
3
Number of Pages
236-251
Document Type
Editorial Material
Personal Identifier
scopus
DOI Link
https://doi.org/10.1111/1460-6984.12212
Copyright Status
Unknown
Socpus ID
84959907310 (Scopus)
Source API URL
https://api.elsevier.com/content/abstract/scopus_id/84959907310
STARS Citation
Murza, Kimberly A.; Schwartz, Jamie B.; Hahs-Vaughn, Debbie L.; and Nye, Chad, "Joint Attention Interventions For Children With Autism Spectrum Disorder: A Systematic Review And Meta-Analysis" (2016). Scopus Export 2015-2019. 4683.
https://stars.library.ucf.edu/scopus2015/4683