E-ISSN : 2733-4538
Severe deficit of joint attention is a main characteristic of autism spectrum disorder, which is a pivotal skill for social interaction. In this review, 27 studies which directly intervened in joint attention behavior of children with autism spectrum disorder were analyzed. The current review attempted to 1) determine whether teaching strategies for behavior intervention were effective for improving joint attention ability, and 2) to separate domains of joint attention ability as responding to joint attention and initiating joint attention and to determine an effective teaching strategy for each domain. The result of the current literature review showed that utilizing teaching strategies specifically targeting autism spectrum disorder is effective for enhancing joint attention ability. For responding to joint attention, 94% of articles included in the review reported that behavioral intervention was effective, and in particular, it was effective regardless of utilizing an autism spectrum disorder specific teaching strategy. However, in the case of initiating joint attention, only 68% of articles reported that intervention was effective, and the result suggested that improvement of initiating joint attention is more difficult than improvement responding to joint attention. The analysis showed that Joint Attention and Symbolic Play/Engagement and Regulation (Kasari, Freeman, & Paparella, 2006) was the most effective strategy for initiating joint attention. These results suggested that for initiating joint attention ability, intervention should be more systematic and intensive, and it would be more effective when intervention is targeted to a specific domain of joint attention ability.
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