A Parent-Mediated Intervention: Joint Attention in Young Children with Autism

Persistent Link:
http://hdl.handle.net/10150/579420
Title:
A Parent-Mediated Intervention: Joint Attention in Young Children with Autism
Author:
Loftis, Lauren Nicole
Issue Date:
2015
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Joint attention is a critical developmental skill that plays a role in language and social development of young children. The present study investigated the pre- and post-intervention relations between eye gaze behaviors and joint attention in four young children diagnosed with autism. Participants' ages ranged from 24.1 to 37 months, with 1 female and 3 males. Data was collected for a 16-week parent-mediated intervention with measures on eye-tracking, joint attention, parent-child characteristics, and language development. Results showed significant correlations between children's mean number of fixations towards people's faces and overall joint attention post-intervention. Additionally, the total number of fixations made towards people's faces and eyes post-intervention was also significantly correlated. These results further support high relations between eye gaze behaviors and joint attention skills in children with autism. Implications for the effects of parent-mediated interventions are discussed.
Type:
text; Electronic Thesis
Degree Name:
B.S.H.S.
Degree Level:
bachelors
Degree Program:
Honors College; Physiology
Degree Grantor:
University of Arizona
Advisor:
Mastergeorge, Ann

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleA Parent-Mediated Intervention: Joint Attention in Young Children with Autismen_US
dc.contributor.authorLoftis, Lauren Nicoleen
dc.date.issued2015en
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.description.abstractJoint attention is a critical developmental skill that plays a role in language and social development of young children. The present study investigated the pre- and post-intervention relations between eye gaze behaviors and joint attention in four young children diagnosed with autism. Participants' ages ranged from 24.1 to 37 months, with 1 female and 3 males. Data was collected for a 16-week parent-mediated intervention with measures on eye-tracking, joint attention, parent-child characteristics, and language development. Results showed significant correlations between children's mean number of fixations towards people's faces and overall joint attention post-intervention. Additionally, the total number of fixations made towards people's faces and eyes post-intervention was also significantly correlated. These results further support high relations between eye gaze behaviors and joint attention skills in children with autism. Implications for the effects of parent-mediated interventions are discussed.en
dc.typetexten
dc.typeElectronic Thesisen
thesis.degree.nameB.S.H.S.en
thesis.degree.levelbachelorsen
thesis.degree.disciplineHonors Collegeen
thesis.degree.disciplinePhysiologyen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorMastergeorge, Annen
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