A Study Of Joint Attention Intervention For Children With Autism Spectrum Disorder

Autism Spectrum Disorder(ASD)is a kind of extensive development obstacle,which has serious obstacles in social interaction,verbal communication and behavior patterns,etc.In the diagnosis of ASD children,80 percent of whom can be filtered out by Joint Attention(JA).A growing number of studies have demonstrated that the JA deficit of ASD children would seriously affect their development of ability to imitation,verbal communication,social interaction and so on.Therefore,the JA study of ASD children has become a hot topic in recent years to which many researchers paid attention.For ASD children,at present,the intervention research of JA mainly includes behaviorism-oriented intervention method and naturalism-oriented intervention method.And there has been research results showed that the two kinds of intervention methods has a certain effect on improving the JA behavior of ASD children.This study combines the two methods and intervenes ASD children with behaviorism-oriented intervention method in natural setting,to explore the effect on the JA of ASD children.This study takes 2 ASD children in a special education school in Dalian,Liaoning Province as samples,using a single subject of A-B-A and across subjects and behaviors experimental design.The intervention is completed by the researcher in the special education school,to evaluate the children's JA through the Semi-structured Measurement Scheme of Joint Attention created by the researcher.Using the method of visual analysis and C statistics,we got following main conclusions after analyzing the measurement data:First,the behaviorism-oriented intervention method in natural setting can effectively intervene the JA of ASD sufferers.The JA behavior level of both test subjects are significantly increased after intervention.The Responding joint attention is better than Initiating joint attention.And the low level Initiating joint attention of ASD children is better than the high level one.Second,the three reminding levels that this study adopted showed a certain improvement on JA of ASD children.The best intervention effect exists in the first level,and the JA behavior level falls with a decrease in the level of reminding.Third,the effect of intervention was affected by the individual differences of subjects.The results showed that the intervention effect of low level Initiating joint attention of Y was better than that of S.In addition,researchers made a discussion on intervention modes,intervention methods,some tips that should be noticed in intervention process and the influence factors of intervention effect,and rethought the deficiency of this study to provide a reference for the future research.