Correlates of the joint attention disturbance in autism

Abstract

Deficits in joint attention, imitation, and pretense are believedto contribute to subsequent difficulty in the development of a theoryof mind in children with autism (Baron-Cohen, 1991; Mundy, 1995).Joint attention and other early social skills of children with autism(34 male, 4 female; ages 4 to 18 years) were correlated with measuresof nonverbal cognitive ability (Leiter International PerformanceScale), receptive and expressive language skills (Peabody PictureVocabulary Test-Revised and Expressive One-Word Picture VocabularyTest-Revised), and the severity of autism (Childhood Autism RatingScale) to gain a better understanding of these developmental relationships.Joint attention and other early social skills were measured withthe Social Interest Inventory (SII), a questionnaire developed forthis study and completed by Parents and Teachers, Subjects with autismat all levels of cognitive and language ability were found to havedeficits in joint attention, imitation, and pretense. Joint attentiondeficits were not correlated to the acquisition of language or tothe cognitive ability of the Subjects. This is a deviance from thetypical course of development. However, deficits in joint attentionimitation, and pretense showed significant correlations with theoverall severity of autism, Students with autism reportedly engagein significantly higher levels of instrumental than social communicationand parents tend to rate their children somewhat higher than teacherson several SII measures, Joint attention deficits may have a moreprofound effect on how language and cognitive skills are used bychildren with autism than on how they are acquired. Interventionswhich focus primarily on the cognitive and language abilities ofchildren with autism may overlook more basic social skills such asjoint attention which may warrant more direct intervention. (PsycINFODatabase Record (c) 2004 APA, all rights reserved).