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Teaching joint attention to children with autism through a sibling-mediated behavioral intervention
Descriptive
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Title
Teaching joint attention to children with autism through a sibling-mediated behavioral intervention
Name
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NamePart
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Iadarola
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Suzannah Joy
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Suzannah Joy Iadarola
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author
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Harris
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Sandra
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Advisory Committee
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Sandra L Harris
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chair
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Leslie
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Alan
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Advisory Committee
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Alan Leslie
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internal member
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Elias
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Maurice
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Advisory Committee
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Maurice Elias
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internal member
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Rutgers University
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degree grantor
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Graduate School - New Brunswick
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school
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Text
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theses
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DateCreated
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2008
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2008-10
Language
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English
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electronic
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application/pdf
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text/xml
Extent
vi, 74 pages
Abstract
Severe deficits in socialization are intrinsic to the diagnosis of Autism Spectrum Disorders. A specific deficit in joint attention has been identified in this population; it appears to be universal and pivotal to the development of more complex social skills and language. Behavioral interventions targeting joint attention are evidenced to be effective in teaching these skills to young children with autism, but these treatments have traditionally been implemented by adults. In the present study three typically developing children were trained to implement a joint attention intervention to their siblings with autism. Gains in responding to joint attention were observed for all three targets; gains in initiations were observed in two targets. These differential results provide information about the merits of conceptualizing joint attention as a set of specific skills rather than an individual construct. Siblings found the treatment to be acceptable, and parent ratings indicated high satisfaction with the procedures. The implications of these findings for treatments targeting joint attention and for siblings as interventionists are discussed.
Note
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M.S.
Note
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Includes bibliographical references (p. 68-72).
Subject
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Topic
Psychology
Subject
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Topic
Joint attention
Subject
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(authority = ETD-LCSH)
Topic
Autism in children--Treatment
Subject
(ID = SUBJ4);
(authority = ETD-LCSH)
Topic
Autistic children--Behavior modification
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Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier
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rucore19991600001
Identifier
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http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17499
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ETD_1294
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3TB177D
Genre
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ETD graduate
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Rights
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The author owns the copyright to this work.
Copyright
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Copyright protected
Availability
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Open
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Name
Suzannah Iadarola
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Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
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Permission or license
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Non-exclusive ETD license
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License
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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328704
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