Does Video Training Increase Adult and Child Joint Attention and Improve Child Outcomes? Two Individual Case Studies in Children with Autism Spectrum Disorder

Autor/inn/en	Benson, Rhianna L.; Joosten, Annette V.
Titel	Does Video Training Increase Adult and Child Joint Attention and Improve Child Outcomes? Two Individual Case Studies in Children with Autism Spectrum Disorder
Quelle	In: Journal of Intellectual & Developmental Disability, 39 (2014) 4, S.301-314 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-9532
DOI	10.3109/13668250.2014.940861
Schlagwörter	Video Technology; Autism; Pervasive Developmental Disorders; Attention Control; Teaching Methods; Case Studies; Pilot Projects; Adults; Outcomes of Treatment; Intervention; Foreign Countries; Adjustment (to Environment); Behavior Rating Scales; Nonverbal Communication; Interpersonal Competence; Interpersonal Communication; Children; Australia; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Autismus; Aufmerksamkeitstest; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Pilot project; Modellversuch; Pilotprojekt; Ausland; Non-verbal communication; Nonverbale Kommunikation; Interpersonale Kompetenz; Interpersonale Kommunikation; Child; Kind; Kinder; Australien
Abstract	Background: Children with autism spectrum disorder experience difficulty initiating (IJA) and responding to joint attention (RJA), which is critical to engagement in social interactions. The adult role in developing joint attention is widely accepted, but measurement of outcomes from adult training is rarely reported. Method: Using a single case study design, this pilot study examined the joint attention of 1 adult and 2 children before and after the adult was trained using video feedback, to recognise joint attention opportunities and strategies to increase children's joint attention. Results: There was a statistically significant increase in adult IJA and a corresponding increase in the children's RJA. Adult RJA increased minimally in response to minimal increase in the children's IJA. Visible increases in adult-child engagement occurred, but the activity chosen, documentation requirements, and one training session also influenced outcomes. Conclusions: This study provides preliminary evidence that video training does increase adult joint attention attempts and improves social interaction and engagement in activities. Other factors affecting adult and child joint attention frequency are also identified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01