The focus of this study is using data glove to practice Joint attention skill in virtual reality environment for people with pervasive developmental disorder (PDD). The virtual reality environment provides a safe environment for PDD people. Especially, when they made errors during practice in virtual reality environment, there is no suffering or dangerous consequences to deal with. Joint attent...

A multiple baseline design across 3 children with autism was used to assess the effects of prompting and social reinforcement to teach participants to respond to an adult's bid for joint attention and to initiate bids for joint attention. Participants were taught to respond to an adult's bid for joint attention by looking in the direction of an object at which the adult pointed, by making a com...

The purpose of this study was to clarify the developmental characteristics of joint attention in very low birth weight (VLBW) infants with a low risk of complications. Section B of the Checklist for Autism in Toddlers (CHAT) was administered to 31 VLBW and 45 normal birth weight (NBW) infants aged 18-22 months, while the sessions were recorded with a video camera. A semi-structured observation ...

When engaging in joint attention, one person directs another person's attention to an object (Initiating Joint Attention, IJA), and the second person's attention follows (Responding to Joint Attention, RJA). As such, joint attention must occur within the context of a social interaction. This ability is critical to language and social development; yet the neural bases for this pivotal skill rema...

Acts of dyadic orienting (responses to attention bids by a researcher) and acts of joint attention (e.g. pointing and showing behaviors) were observed in preschool children with autism and children with developmental delay. Children with autism responded to fewer adult vocal and non-vocal attention bids that were made singly and by combining modalities (e.g. name call plus touch). Sensitivity i...

The relation between early joint attention (in which a child coordinates attention between another person and an object or event) and later language and social outcomes was examined in younger siblings of children with autism spectrum disorder (Sibs-ASD) and younger siblings of children with typical development (Sibs-TD). Initial levels of joint attention (at a mean age of 15 months) as well as...

Cooperative social interaction is critical for human social development and learning. Despite the importance of social interaction, previous neuroimaging studies lack two fundamental components of everyday face-to-face interactions: contingent responding and joint attention. In the current studies, functional MRI data were collected while participants interacted with a human experimenter face-t...

DISCUSS: The purpose of this longitudinal study was to determine how the development of joint attention over time varies among typically developing children, children with autism, and children with Down syndrome as well as how joint attention affects receptive and expressive language outcomes. Participants included 23 children with autism and 29 children with Down syndrome. 56 typically develop...

Although impaired joint attention is one of the core clinical features of pervasive developmental disorder including autistic disorder and Asperger's disorder, experimental studies failed to report its impairment. This discrepancy might be the result of differences between real-life and experimental situations. The present study examined joint attention in 11 individuals with Asperger's disorde...