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document
Children with autism 's response to novel stimuli while participating in interventions targeting joint attention or symbolic play skills . Thirty-five children diagnosed with autism were randomly assigned to either a joint attention or a symbolic play intervention . During the 5-8 week treatment , three novel probes were administered to determine mastery of joint attention skills . The probes consisted of auditory and visual stimuli , such as a loud spider crawling or a musical ball bouncing . The current study examined affect , gaze , joint attention behaviors , and verbalizations at three different time points of intervention . Results revealed that children randomized to the joint attention group were more likely to acknowledge the probe and engage in shared interactions between intervener and probe upon termination of intervention . Additionally , the joint attention group improved in the proportion of time spent sharing coordinated joint looks between intervener and probe . These results suggest that generalization of joint attention skills to a novel probe did occur for the group targeting joint attention and provides further evidence of the effectiveness of the joint attention intervention .
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Intervention_Educational
novel stimuli
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Intervention_Educational
joint attention
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Intervention_Educational
symbolic play
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Intervention_Educational
joint attention or a symbolic play intervention .
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Intervention_Educational
joint attention
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Outcome_Physical
response to novel stimuli
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Outcome_Mental
mastery of joint attention skills .
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Outcome_Mental
affect , gaze , joint attention behaviors
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Outcome_Mental
verbalizations
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Outcome_Mental
acknowledge the probe and engage in shared interactions
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Outcome_Other
proportion of time spent sharing coordinated joint looks
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Participant_Condition
Children with autism 's
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Participant_Sample-size
Thirty-five children
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Participant_Condition
autism