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  • Interventions targeting joint attention and symbolic play can improve aspects of these skills in young children with autism

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Therapeutics
Interventions targeting joint attention and symbolic play can improve aspects of these skills in young children with autism

http://dx.doi.org/10.1136/ebmh.10.1.21

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    Kasari C, Freeman S, Paparella T. Joint attention and symbolic play in young children with autism: a randomized controlled intervention study. J Child Psychol Psychiatry 2006;47:611–20.OpenUrlCrossRefPubMedWeb of Science

    Q Does teaching joint attention skills or symbolic play improve developmental problems in autistic children?

    METHODS

    Embedded ImageDesign:

    Randomised controlled trial.

    Embedded ImageAllocation:

    Unclear.

    Embedded ImageBlinding:

    Single blind (assessors blinded).

    Embedded ImageFollow up period:

    Five to six weeks (treatment period only).

    Embedded ImageSetting:

    Preschool classroom, USA.

    Embedded ImagePatients:

    Sixty five children aged 3–4 years with autism (clinical diagnosis, supported by assessment with the Autism Diagnostic Observation Schedule and Autism Diagnostic Interview-Revised; 79% male). Exclusion criteria included a history of seizures or other medical problems (such as genetic disorders).

    Embedded ImageIntervention:

    Joint attention intervention (30 minutes daily), symbolic play intervention (30 minutes daily), or control (no intervention) over 5–6 weeks. Joint attention: focused on teaching joint attention skills (coordinated joint look, showing, giving to share, and pointing) and incorporated imitation and engineered play routines. Symbolic play: focused on improving …

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    Footnotes

    • For correspondence: Connie Kasari, 3132 Moore Hall, UCLA, Los Angeles, CA 90095, USA; Kasari{at}gseis.ucla.edu

    • Sources of funding: National Institute of Health and CFEA Network, USA.