JOINT ATTENTION SKILLS OF CHILDREN WITH AUTISM SPECTRIUM DISORDER AT THE AGE OF 2-3 YEARS OLD

Abstract

This study investigated joint attention (JA) skills in 70 children aged 2–3 years with autism spectrum disorder (ASD) attending specialized intervention centers. A 10-item scale covering three domains - Responding to Joint Attention (RJA), Initiating Joint Attention (IJA), and Sustained Attention & Turn-taking (SA)—was administered. Findings indicated significant limitations and differences across domains: SA was expressed at the highest level (M = 1.60), RJA at a moderate level (M = 1.46), while IJA was the weakest (M = 1.01). Correlation analysis revealed strong interrelationships among JA skills, with IJA serving as a crucial bridge between RJA and SA. These results enrich empirical data on JA in Vietnamese preschool-aged children with ASD and suggest directions for intervention, emphasizing the development of initiation behaviors to enhance communication and social inclusion.