Joint Attention in Infancy and the Emergence of Autism

Pär Nyström1, Emilia Thorup2, Sven Bölte3

  • 1Uppsala Child & BabyLab, Department of Psychology, Uppsala University, Uppsala, Sweden.

Insights

Infants later diagnosed with autism spectrum disorder (ASD) show reduced initiation of joint attention (IJA) in infancy. This early IJA difference, not response to joint attention (RJA), highlights a key target for interventions.

Area of Science:

  • Developmental psychology
  • Neurodevelopmental disorders
  • Infant research

Background:

  • Joint attention is crucial for language acquisition and social cognition in infants.
  • Autism spectrum disorder (ASD) may be linked to atypical joint attention behaviors.
  • Early identification of ASD-related social communication differences is vital.

Purpose of the Study:

  • To investigate the relationship between autism spectrum disorder (ASD) and joint attention behaviors in infancy using live eye-tracking.
  • To quantify infants' responding to joint attention bids (RJA) and initiating joint attention episodes (IJA).
  • To identify early behavioral markers for ASD.

Main Methods:

  • Live eye-tracking technology was used to monitor infant gaze.
  • The study included 112 infants: 81 at high risk for ASD and 31 low-risk controls.
  • Infants were assessed at 10 months, with follow-up at 36 months to diagnose ASD.

Main Results:

  • Infants later diagnosed with ASD showed significantly lower rates of initiating joint attention (IJA) at 10 months.
  • IJA exhibited an atypical developmental trajectory from 10 to 18 months in infants who developed ASD.
  • Responding to joint attention (RJA) differentiated infants by familial risk but not ASD diagnosis.

Conclusions:

  • Infants who later receive an ASD diagnosis exhibit significant atypicalities in initiating joint attention (IJA) between 10-18 months.
  • These differences in IJA are not explained by general visual attention or processing.
  • Initiating joint attention (IJA) represents a promising target for early intervention strategies in ASD.
Abstract

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