A brief multi-component communication intervention immediately improves initiated joint attention in preverbal preschoolers with autism¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2020 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i1 Children assigned to the intervention demonstrated significantly greater initiated joint attention than the comparison group immediately following intervention (d = 0.312). → Hampton et al. 2020

Evidence¶

Hampton et al. 2020¶

Lauren H Hampton, Ann P Kaiser and Elizabeth A Fuller. (2020). Multi-component communication intervention for children with autism: A randomized controlled trial. Autism, 24(8), 2104–2116. https://doi.org/10.1177/1362361320934558

q3 · i1 · causal · r2

Randomized controlled trial with 68 children ages 3–5 with autism randomized to intervention (34) or comparison (34); linear regression controlling for autism severity and pretest scores. The discussion reports the joint attention effect as 'a moderate to small effect size (d = 0.312)'.

"There was a signifi- cant effect of group assignment on joint attention at post- intervention (p = 0.031)."

Discussion¶

Learner Variables¶

• Attention — outcome: instruction changes it
• Learning Disabilities and Developmental Differences — outcome: instruction changes it

Related Claims¶

• The joint attention advantage of the intervention group does not maintain at 4-month follow-up — related
• The intervention does not produce significant immediate or follow-up gains on generalized social communication or standardized language measures — related
• Parent Implemented Intervention Improves Outcomes — related