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Establishing response and stimulus classes for initiating joint attention in children with autism / Emily A. JONES in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)

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inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.375-389

Titre :	Establishing response and stimulus classes for initiating joint attention in children with autism
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Emily A. JONES, Auteur
Année de publication :	2009
Article en page(s) :	p.375-389
Langues :	Anglais (eng)
Mots-clés :	Autism Initiating-joint-attention Response-class Stimulus-class
Index. décimale :	PER Périodiques
Résumé :	The absence of the fundamental skill of initiating joint attention reflects the social-communicative impairment characterizing autism. Initiating joint attention is related to social and communication development as well as intervention outcomes for children with autism. A behaviorally based intervention was used to teach an expanded class of responses for initiating joint attention consisting of combinations of nonverbal and verbal forms. The class of stimuli was also expanded to include routine activities involving a diverse array of events that occasion joint attention initiations during interactions with both adults and peers. The importance of addressing sophisticated forms of initiating joint attention within the context of a variety of stimuli ensuring children with autism possess skills similar to their typically developing peers is discussed.
En ligne :	http://dx.doi.org/10.1016/j.rasd.2008.08.004
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708

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