Acquisition of Joint Attention Skills in Children with Cortical Visual Impairment
dc.contributor.author | Keith, Avery | |
dc.date.accessioned | 2022-02-22T21:17:50Z | |
dc.date.available | 2022-02-22T21:17:50Z | |
dc.identifier.uri | http://hdl.handle.net/10464/15616 | |
dc.description.abstract | Joint attention (JA) is a skill that is essential to children’s later social and language development. Previous studies have demonstrated the efficacy of various behavioural teaching strategies in increasing children’s responses and initiations of bids for joint attention. However, research has predominantly relied on gaze alternation to evaluate the attainment of joint attention. This is problematic as gaze alternation is not the only method of demonstrating the skill; other sensory modalities can also serve the same function. Accordingly, research on the ability to engage in bids for joint attention is scarce among the child population with cortical visual impairment (CVI). Despite the scarcity, theories suggest children with visual impairment can learn joint attention skills through enriching social experiences. Furthermore, competent caregivers could facilitate these positive experiences by means of body contact, verbalizations, and activities involving singing and rhythm. In the current study, we examined the effectiveness of caregiver-implemented behavioural teaching strategies to teach children with CVI to engage in joint attention related skills. A multiple baseline design across subjects was used with three children between 3-4 years with CVI. In addition, pre to post changes in children’s engagement in joint attention were monitored. The caregiver-implemented behavioural teaching strategies were highly effective in increasing two target JA-related behaviours for one of three participants. Further, the study offers preliminary evidence that JA performance can generalize to a novel caregiver. Potential implications of the study involve allowing for children with CVI to experience more positive social experiences and improving parent-child socialization and play. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Brock University | en_US |
dc.subject | Telehealth | en_US |
dc.subject | Joint Attention | en_US |
dc.subject | Caregiver Training | en_US |
dc.subject | Children with Developmental Disabilities | en_US |
dc.subject | Cortical Visual Impairment | en_US |
dc.title | Acquisition of Joint Attention Skills in Children with Cortical Visual Impairment | en_US |
dc.type | Electronic Thesis or Dissertation | en |
dc.degree.name | M.A. Applied Disability Studies | en_US |
dc.degree.level | Masters | en_US |
dc.contributor.department | Center for Applied Disability Studies | en_US |
dc.degree.discipline | Faculty of Social Sciences | en_US |
refterms.dateFOA | 2022-02-22T21:17:50Z |