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KMID : 0894920100100020001
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Journal of the Korean Association for Persons with Autism
2010 Volume.10 No. 2 p.1 ~ p.24
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The Effects of Social Interactive Training Package on Joint Attention of Young Children with Autism Spectrum Disorder
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Hwang Bog-Seon
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Abstract
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The purposes of this study were to investigate the effects of mother-implemented social interactive training package during naturally existing play activities on the increases of joint attention in low-functioning children with autism spectrum disorder and to assess social validation measures in order to verify the social importance of treatment effects on joint attention and the social appropriateness of training procedures. Three children with autism spectrum disorder in age range from 3 to 4 years who were functioning at early developmental levels enrolled in early intervention programs and their mothers were participated in this study. A multiple-baseline design across participants was employed to evaluate the effects of the interactive training package on the target children’s joint attention skills collected by an event recording procedure. To socially validate the use of the interactive training package, the social validation respondents represented 45 individuals from three groups who were familiar with children with autism spectrum disorder (15 special education teachers who were enrolled in the graduate school, 15 special education student teachers who were junior in the department of special education, 15 parents of children with developmental disabilities). The respondents were observed a 3-minute segment of each of baseline and intervention conditions and completed a 5-point Likert-type rating scale. Results indicated that all participants increased their use of joint attention following implementation of mother-implemented social interactive training package (contingent imitation, natural reinforcement contingency, time delay, environmental arrangement) during naturally existing play activities. In addition, quantitative measures of social validation strongly supported the social importance of treatment effects on the participants’ joint attention behavior and the social appropriateness of training procedures used in this investigation. Based on these findings, to promote the spontaneous use of joint attention in low-functioning children with autism spectrum disorder, I discussed educational implications to develop the contents of early intervention programs.
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KEYWORD
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Autism Spectrum Disorder, Joint Attention, Early Social Skill, Social Interactive Training Package
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