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KMID : 1037320100030010033
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Korean Journal of Infant Mental Health
2010 Volume.3 No. 1 p.33 ~ p.61
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Joint Attention Interventions for Preschoolers with Developmental Delay and Autistic Features
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Oh Kyung-Min
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Abstract
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This study discusses joint attention and its implementation that is considered as the core of early differential diagnosis on and early intervention into children with autistic disorders and developmentally retarded children showing autistic features. Joint attention refers to sharing of attention focus on objects, events, and situations between two people. It develops around 9 to 18 months through emotional control together with understanding on sight, attention, and intention, and is regarded as an initial indicator to diagnose autistic disorders. Joint attention includes gaze shift, seeing/showing, pointing, and mentioning. It can be divided into descriptive and imperative functions, and its participation can be categorized as reaction and initiation behaviors. Joint attention affects future linguistic and social skills of children with autistic disorders and needs to be differentiated from stereotyped behaviors, a feature to define children with autistic disorders, and weak central coherence, a neuropsychological characteristic. Mediation for children with autistic disorders needs to directly target joint attention. Mediation approaches of joint attention, which have been found effective, include behavioral approach,
prelinguistic milieu teaching, and parents responsivity training. Inclusion of joint attention in the diagnostic procedures of autistic disorders would be of a help for differential diagnosis, mitigation of autistic features, and developmental advancement of children via early intervention.
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KEYWORD
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autistic features, developmental delay, joint attention, intervention, behavioral approach, prelinguistic milieu teaching, parents responsivity training
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