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Focus on Autism and Other Developmental Disabilities
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The Relationship Between Joint Attention and Language in Children With Autism Spectrum Disorders

Donna S. Murray

University of Cincinnati, Ohio, donna.murray{at}cchmc.org, Cincinnati Children's Hospital

Nancy A. Creaghead

University of Cincinnati, Ohio

Patricia Manning-Courtney

University of Cincinnati, Ohio, Cincinnati Children's Hospital

Paula K. Shear

University of Cincinnati, Ohio

Judy Bean

University of Cincinnati, Ohio, Cincinnati Children's Hospital

Jo-Anne Prendeville

University of Cincinnati, Ohio

The relationship between initiation of and response to joint attention and components of receptive and expressive language in 20 children with autism between the ages of 3 and 5 years were examined. Receptive language skills were assessed using the Mullen Scales of Early Learning (MSEL). Expressive language skills were evaluated by examining Mean Length of Utterance and Type Token Ratio. These variables, along with data on responses to joint attention bids and initiation of joint attention were analyzed using Spearman calculations. The ability to respond to the joint attention bids of others was positively correlated with receptive language scores on the MSEL and mean length of utterance in children with autism. There was no relationship between the ability to initiate joint attention and the selected components of language examined.

Key Words: joint attention • communication • autism spectrum disorders • language

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Focus on Autism and Other Developmental Disabilities, Vol. 23, No. 1, 5-14 (2008)
DOI: 10.1177/1088357607311443
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