Relations Among Joint Attention, Amount of Intervention and Language Gain in Autism

Overview

Journal J Autism Dev Disord

Publisher Springer

Date 2005 Jan 5

PMID 15628604

Citations 47

Authors

Michael A Bono

L Tamara Daley

Marian Sigman

Affiliations

Soon will be listed here.

Abstract

The purpose of the present study was to investigate the unconditional and conditional relations between amount of intervention and language development in children with autism. Joint attention skills were proposed as child characteristics that might moderate this relation. The results replicated previous findings that better joint attention skills were associated with greater language development. The results further indicated that the relation between amount of intervention and gain in language age was conditional; it depended upon the child's ability to respond to bids for joint attention from others and initial language skills. The current study demonstrated the utility of employing characteristics of children as moderators of relations between interventions and developmental outcomes.

Citing Articles

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Quantifying latent social motivation and its associations with joint attention and language in infants at high and low likelihood for autism spectrum disorder.

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