Teacher-Implemented Joint Attention Intervention: Pilot Randomized Controlled Study for Preschoolers with Autism

Background:  The vast majority of children with an autism spectrum disorder (ASD) attend public preschools at some point in their childhood. Community preschool practices often are not evidence-based and almost none target the core deficits of ASD.

Objectives:  This study investigated the effectiveness of public preschool teachers implementing a validated intervention (the Joint Attention and Symbolic Play/Engagement and Regulation intervention-JASP/ER) on a core deficit of autism, initiating joint attention.

Methods:  Sixteen dyads (preschoolers with ASD and the public school teacher or paraprofessional who worked in the child’s classroom) were randomly assigned to the six-week JASP/ER intervention or a control group.

Results:  At the end of the intervention, JASP/ER teachers/paraprofessionals used more JASP/ER strategies than the control teachers/paraprofessionals and JASP/ER preschoolers used more joint attention in their classroom than control children. Additionally, JASP/ER children spent more time in supported engagement and less time in object engagement than control preschoolers.

Conclusions:  Findings suggest that teachers/paraprofessionals were able to improve a core deficit of children with ASD in a public preschool context.