Abstract Joint attention, a foundational nonverbal
social-communicative milestone that fails to develop
naturally in autism, was promoted for three toddlers
with early-identified autism through a parent-mediated,
developmentally grounded, researcher-guided intervention
model. A multiple baseline design compared
child performance across four phases of intervention:
focusing on faces, turn-taking, responding to joint
attention, and initiating joint attention. All toddlers
improved performance and two showed repeated
engagement in joint attention, supporting the effectiveness
of developmentally appropriate methods that
build on the parent–child relationship. A complementary
qualitative analysis explored family challenges,
parent resilience, and variables that may have influenced
outcomes. Intervention models appropriate for
toddlers with autism are needed as improved early
identification efforts bring younger children into early
intervention services.
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