Randomized Controlled Caregiver Mediated Joint Engagement Intervention for Toddlers with Autism

We examine the amount and type of services the child received concurrently along with our intervention in order to test whether concurrent services predicted treatment outcomes

Connie Kasari

2010

Scholarcy highlights

  • Joint attention has been the focus of a number of recent early intervention studies in autism
  • This study aimed to determine if a joint attention intervention would result in greater joint engagement between caregivers and toddlers with autism
  • We predicted that compared to a delayed treatment control condition, a targeted intervention for caregivers of toddlers with autism would result in increased joint engagement between caregivers and toddlers and increased child joint attention skills and play diversity, and that changes made during the intervention would be maintained during a follow-up period
  • There were no group differences on the pretreatment scores for the primary outcome measures including engagement states, joint attention or play, nor did service utilization rates differ during the immediate treatment and waitlist control period
  • We explored whether treatment gains in object and joint engagement states, responsiveness to joint attention, and types of play acts were maintained at the 1-year follow-up visit for the IT group
  • There was no significant difference between groups for the category of unengaged/ other engagement
  • Total number of hours received during the different types of interventions, school-based instruction, applied behavior analysis-based therapies, speech and language therapies or occupational therapies did not significantly predict any of the variables of interest including caregiver involvement, parental adherence, the level of engagement, play type or joint attention seen in the caregiver–child dyad
  • The caregiver practiced strategies such as following the child’s lead, expanding on emerging play and joint attention skills, and imitating the child and modeling as necessary to keep the child engaged

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