Joint-Attention and the Social Phenotype of School-Aged Children with ASD

Peter Clive Mundy, Stephanie Novotny, Lindsey Swain-Lerro, Nancy McIntyre, Matt Zajic, Tasha Oswald

Research output: Contribution to journalArticle

7 Scopus citations

Abstract

The validity of joint attention assessment in school-aged children with ASD is unclear (Lord, Jones, Journal of Child Psychology and Psychiatry 53(5):490–509, 2012). This study examined the feasibility and validity of a parent-report measure of joint attention related behaviors in verbal children and adolescents with ASD. Fifty-two children with ASD and 34 controls were assessed with the Childhood Joint Attention Rating Scale (C-JARS). The C-JARS exhibited internally consistency, α = 0.88, and one factor explained 49% of the scale variance. Factor scores correctly identified between 88 and 94% of the children with ASD and 62–82% of controls. These scores were correlated with the ADOS-2, but not other parent-report symptom measures. The C-JARS appears to assess a unique dimension of the social-phenotype of children with ASD.

Original languageEnglish (US)
Pages (from-to)1423-1435
Number of pages13
JournalJournal of Autism and Developmental Disorders
Volume47
Issue number5
DOIs
StatePublished - May 1 2017

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Keywords

  • Childhood ASD
  • Diagnostic screening
  • Higher functioning ASD
  • Joint attention
  • Social assessment
  • Social phenotype

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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