Mutual Gaze: An Active Ingredient for Social Development in Toddlers with ASD: A Randomized Control Trial
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ORIGINAL PAPER
Mutual Gaze: An Active Ingredient for Social Development in Toddlers with ASD: A Randomized Control Trial Pamela Rosenthal Rollins1 · Adrienne De Froy1 · Michelle Campbell2 · Renee Thibodeau Hoffman2
© The Author(s) 2020
Abstract We examined the efficacy of an early autism intervention for use in early childhood intervention (ECI) and mutual gaze as a contributor to social development. Seventy-eight families were randomly assigned to one of three 12-week interventions: Pathways (with a mutual gaze component), communication, or services-as-usual (SAU). The Pathways/SAU comparison concerned the efficacy of Pathways for ECI, and the Pathways/communication comparison, mutual gaze. The Pathways group made significantly more change on social measures, communicative synchrony, and adaptive functioning compared with the SAU group and on social measures compared with the communication group. There were no group differences for communicative acts. The results support Pathways as a potential ECI program and mutual gaze as an active ingredient for social and communication development. Keywords Autism spectrum disorder · ASD intervention · Mutual gaze · Social development Autism spectrum disorder (ASD) is a complex, heterogeneous, neurodevelopmental disorder that severely compromises the development of social relatedness, reciprocity, social communication, joint attention, and learning. The Centers for Disease Control and Prevention estimated that 1 in 54 children are on the autism spectrum (Maenner et al. 2020). The continued rise in prevalence over the last 20 years has promoted substantial growth in research, advancing our understanding of the genetic, neurobiological, and developmental underpinnings of ASD (Mundy 2016; Zablotsky et al. 2019). There is now substantial evidence that the diminution of or deficits in social attention (i.e., social orienting, mutual gaze, and joint attention) are among the earliest behavioral indicators of ASD (Dawson et al. 1998; Jones and Klin 2013; Mundy 2016; Zwaigenbaum et al. 2005). This has led to improvements in early identification and recommendations for early intervention that meet the needs of toddlers with ASD (Schertz et al. 2012). * Pamela Rosenthal Rollins [email protected] 1
Callier Center for Communication Disorders, University of Texas at Dallas, 1966 Inwood Road, Dallas, TX 75235, USA
Pathways Early Autism Intervention, LLC, 255 Anglers Ridge, Bluff Dale, TX, USA
2
Early intervention can make a significant difference in a child’s joint attention, social communication, and adaptive functioning (Fuller and Kaiser 2019; Nahmias et al. 2019; Reichow 2012; Schertz et al. 2012). An accumulation of empirically supported autism interventions have investigated naturalistic developmental behavioral interventions (NDBIs) that focus on early-developing social and communicative outcomes for young children with ASD (Brian et al. 2016; Ingersoll and Gergans 2007; Kasari et al. 2015; Schreibman et al. 2015; Siller et al. 2013; Wetherby et al. 2018). NDBIs
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