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KMID : 1037320120050020047
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Korean Journal of Infant Mental Health
2012 Volume.5 No. 2 p.47 ~ p.68
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A Case Study on a Joint Attention intervention for a Child with Developmental Delay and Autistic Features
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Oh Kyung-Min
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Abstract
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Joint attention refers to a set of early development behaviors that plays a critical role in both social and language development and is specifically impaired in children with autism spectrum disorders. This is a case study on a joint attention intervention for a preschooler with developmental delay and autistic features. The child was taught joint attention behaviors through a joint attention intervention and responsivity education was provided to his mother. The intervention consisted of 72 sessions for the joint attention intervention and 8 sessions for the responsivity education for 8 weeks and was implemented by the author. The following target behaviors were included in the intervention: 1) Responding behaviors of seeing, gaze following, and pointing following and 2) Initiating behaviors of seeing, alternating, pointing, and showing. Joint attention behaviors were measured by Early Social Communication Scale (ESCS) and child-mother and child-researcher free play before and after the intervention. The joint attention behaviors observed during the intervention were analyzed according to their forms, functions (protoimperatives and protodeclaratives), and participation modes. Generalization into child-mother interactions at home was also analyzed. The results suggested that joint attention behaviors were trained effectively and improved in terms of the frequency of initiating joint attention and the rate of responding to joint attention; joint attention behaviors with protoimperatives were acquired faster compared to protodeclaratives; and targeted behaviors were generalized for child-mother interactions at home. However, few higher-level joint attention behaviors were found.
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KEYWORD
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autistic features, preschooler with developmental delay, joint attention, intervention
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