Children with autism spectrum disorder (ASD) and other developmental disabilities are at risk of isolation from same-aged peers. Furthermore, research indicates that even in inclusive settings, children with ASD benefit from targeted interventions and support. Among the social communication skills that are frequently absent in children with ASD is joint attention. Joint attention can be defined as shared engagement between two individuals on a third object or event and has been identified as potential pivotal skill for later development of age-appropriate social skills and communication. A growing body of literature documents effective intervention on joint attention skill for young children with ASD; however, few studies document the effects of an intervention mediated by a natural change agent. In the present study, independent concurrent multiple-baseline designs were used to evaluate the impact of a joint attention intervention combined with peer training on the response to joint attention (RJA) behaviors exhibited by seven preschoolers with ASD. Results indicated that RJA behaviors increased overall, the seven peers were able to carry out a simple intervention with fidelity, and that both bids from peers and responses to those bids increased following intervention. Limitations and opportunities for future research are discussed.

中文翻译：

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在学龄前教室中由同伴进行的联合注意干预

自闭症谱系障碍（ASD）和其他发育障碍的儿童有与同龄同龄人隔离的风险。此外，研究表明，即使在包容性环境中，自闭症儿童也可以从有针对性的干预和支持中受益。在患有ASD的儿童中经常缺乏的社交沟通技巧中，共同关注的是。共同注意力可以定义为两个人在第三个物体或事件上的共同参与，并且已被确定为潜在的关键技能，可用于以后发展与年龄相称的社交技能和交流。越来越多的文献记载了对ASD幼儿的联合注意技能的有效干预。然而，很少有研究记录自然改变剂介导的干预的效果。在目前的研究中，独立的并发多基线设计用于评估联合注意力干预联合同伴训练对7名ASD学龄前儿童表现出的对联合注意力（RJA）行为的反应的影响。结果表明，RJA行为总体上有所增加，七个同伴能够忠实地进行简单的干预，干预后来自同伴的出价和对这些出价的响应都增加了。讨论了未来研究的局限性和机会。这七个对等方能够忠实地进行简单的干预，干预后对等方的出价和对这些出价的响应都增加了。讨论了未来研究的局限性和机会。这七个对等方能够忠实地进行简单的干预，干预后对等方的出价和对这些出价的响应都增加了。讨论了未来研究的局限性和机会。