Joint Attention Intervention and Young Children With Autism
The purpose of this study is to investigate the effectiveness of an intervention aimed to increase joint attention in 2-4 year old children with autism. The study will be conducted in mainstream preschools in Norway. The intervention will be implemented by preschool teachers and paraprofessionals supervised by trained counselors.
|Study Design:||Allocation: Randomized
Endpoint Classification: Efficacy Study
Intervention Model: Parallel Assignment
Masking: Open Label
Primary Purpose: Treatment
|Official Title:||Effectiveness of Joint Attention Intervention in Young Children With Autism - a Randomized Study|
- childrens score on measures of joint attention [ Time Frame: pre, post, follow up 6 months and 1 year ] [ Designated as safety issue: No ]
- score on measures of joint engagement -child and mother [ Time Frame: pre, post, follow up 6 months and 1 year ] [ Designated as safety issue: No ]
- childrens score on measures of language [ Time Frame: pre and follow up 1 year ] [ Designated as safety issue: No ]
- parents and service providers perception of the intervention [ Time Frame: post, follow up 6 months and 1 year ] [ Designated as safety issue: No ]
|Study Start Date:||September 2006|
|Study Completion Date:||January 2010|
|Primary Completion Date:||December 2009 (Final data collection date for primary outcome measure)|
Behavioral: Joint attention intervention
Young children with autism experience severe deficit in joint attention skills (e.g. pointing to objects, showing, following another person's gaze, responding to invitations to social interaction). Ability to initiate and respond to joint attention is linked to children's later language abilities. As a mean to improve language outcome in children with autism, it is important to target joint attention in early intervention programs.
This study investigates the effectiveness of a joint attention intervention. Sixty 2-4 year old children with autism will be randomized to an intervention group or a control group. Children in both groups will continue their ordinary preschool program. However, the children in the intervention group will also participate in 80 joint attention intervention sessions. The sessions (20 minutes each) will be conducted twice a day for 8 weeks by preschool teachers or paraprofessionals working in the preschools. Before starting the intervention preschool teachers and paraprofessionals will be taught how to teach joint attention skills and how to initiate and maintain episodes of joint engagement. During the course of intervention they will be supervised by trained counselors.
Outcome measures will include joint attention skills, language skills and joint engagement. Children will be assessed at baseline, after 10 weeks and at follow up 6 months and 1 year after the end of the intervention. The measures are based on direct testing of the children, video observations and questionnaires to parent and professionals.
|Ullevaal University Hospital|
|Oslo, Norway, 0319|
|Study Chair:||Eili Sponheim, PhD||Ullevaal University Hospital|
|Study Chair:||Lars Smith, PhD||University of Oslo (UiO)|
|Study Chair:||Berit Grøholt, PhD||University of Oslo (UiO)|
|Principal Investigator:||Anett Kaale, PhD student||Ullevaal University Hospital and Centre for Child and Adolecent Mental Health (R-BUP)|