Behavioral interventions for teaching joint attention to children with autism: A literature review

Authors

  • Flávia Teresa Neves Silva Bacelar Universidade Federal do Pará
  • Carlos Barbosa Alves de Souza Universidade Federal do Pará

DOI:

https://doi.org/10.5380/psi.v18i2.34696

Keywords:

joint attention, autism, behavioral procedures

Abstract

This paper reviewed studies based on Behavior Analysis methodologies and procedures that investigated the teaching of joint attention (JA) for children with autism, trying to describe and analyze the variables involved in teaching joint attention responses (JAR) and initiation of joint attention (IJA). The following aspects were evaluated: JA components and responses classes for JAR and IJA trained; procedures used; discriminative stimuli and reinforcers used; family participation, and; results for acquisition and generalization. The results of the review showed the success in establishing RJA and IJA through behavioral procedures and indicated some strategies that may favor the maintenance and generalization of these repertoires. Futures studies should be carried out to investigate the relationship between JA acquisition and basic verbal operants.

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How to Cite

Bacelar, F. T. N. S., & Alves de Souza, C. B. (2014). Behavioral interventions for teaching joint attention to children with autism: A literature review. Interação Em Psicologia, 18(2). https://doi.org/10.5380/psi.v18i2.34696

Issue

Vol. 18 No. 2 (2014)

Section

Critical Literature Reviews

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