Social-Communication Intervention for Toddlers with Autism Spectrum Disorder: Eye Gaze in the Context of Requesting and Joint Attention

摘要

Beginning in infancy, before a diagnosis is made, children with Autism Spectrum Disorder (ASD) show significant impairments in the foundation for social-communication interactions including eye gaze in the contexts of both requesting and joint attention (JA). Addressing these early impairments as early as possible in toddlers who receive the diagnosis of ASD provides them with a foundational social-communication repertoire necessary for learning. In this study we examined the effects of a social-communication intervention involving prompting and reinforcement to teach gaze shift (GS; shifting gaze from an object to the interventionist's eyes) in the context of responding to a request and initiating JA to four toddlers with ASD. Intervention lasted 3-9 weeks with all toddlers demonstrating GS to mastery across both contexts. Toddlers also showed generalization to a repertoire of social-communication behavior, including initiating requests and increases in smiling. Some improvements in symptoms of ASD and overall functioning were observed. Results suggest a promising brief intervention to address the earliest form of social communication that remains a part of successful social-communication interactions throughout life.