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    Evaluating the Tact Model as Accounting for Joint Attention in Children with Autism

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    Genre
    Thesis/Dissertation
    Date
    2010
    Author
    Swope, Betsy Susannah
    Advisor
    Hineline, Philip Neil
    Committee member
    Giovannetti, Tania
    Marshall, Peter J.
    Ellman, Lauren M.
    Axelrod, Saul
    Tincani, Matt
    Department
    Psychology
    Subject
    Psychology, Behavioral
    Psychology, Developmental
    Applied Behavior Analysis
    Autism
    Joint Attention
    Tact
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/2496
    
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    DOI
    http://dx.doi.org/10.34944/dspace/2478
    Abstract
    Autism is a neurological disorder that affects 1 in 110 children in the United States. Children with autism show deficits in the areas of language development, social skills, and behavioral and sensory functioning. One subset area of deficit involves joint attention skills. Joint attention entails the social sharing of new or novel information in the environment between two people using a gaze shift, vocalization, and/or gesture. The current research examines a behavior-analytic model suggesting that tacting is a central underlying mechanism of joint attention. Data from twenty-two participants in applied behavior-analytic instructional settings were analyzed based on relationships between tacting skills and joint attention abilities. Participants were separated into three groups based on joint attention responding and initiation skills - Joint Attention Responders (JAR), Joint Attention Initiators (JAI), and Pre-Joint Attention Participants (PJA). The tacting model suggests that the JAI group would show the highest joint attention scores, followed by the JAR group and then the PJA group. Current data support this hypothesis and also suggest potential curricular sequencing involving the earlier introduction or tacting, social and imitation skills. Further research utilizing standardized training of tacting repertoires with a larger number of children is recommended.
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