{"doi":"10.1097/tld.0000000000000099","title":"A Cross-sectional Study of Shared Attention by Children With Autism and Typically Developing Children in an Inclusive Preschool Setting","abstract":"<jats:p>This study examined the ways in which young children with autism and typical children focus their engagement with objects and people (peers and adults) in an inclusive preschool setting. A cross-sectional analysis was conducted of 30 typical children and 30 children with autism, with 10 different children from each group at 3 different ages (2, 3, and 4 years), interacting with both adults and peers available as partners. By the age of 3 years, typically developing children engaged in coordinated joint attention (CJA) with others at a stable rate. At 4 years, children with autism exhibited more sharing attention to objects and events with others compared with groups with autism at 2 and 3 years. However, episodes of shared engagement remained low, and joint engagement involved more episodes of supported joint engagement compared to typical peers, with an adult as their primary partner. Typical children at 4 years of age showed a trend toward increasing their shared attention with peers. Individual children in both groups had a great deal of variability in their joint engagement with others. Children with autism were much less likely to initiate joint episodes and were much more likely to engage in a joint state for instrumental purposes than were their typical peers. These patterns of engagement are likely to have significant impact on the learning opportunities available to these groups of children.</jats:p>","journal":"Topics in Language Disorders","year":2016,"id":622564,"datarank":0.41588830833596724,"base_score":2.772588722239781,"endowment":2.772588722239781,"self_citation_contribution":0.41588830833596724,"citation_network_contribution":0.0,"self_endowment_contribution":0.41588830833596724,"citer_contribution":0.0,"corpus_percentile":55.5,"corpus_rank":5931,"citation_count":15,"citer_count":0,"citers_with_citation_signal":0,"citers_with_endowment":0,"datacite_reuse_total":0,"is_dataset":true,"is_dataset_confidence":null,"is_data_producer":false,"deposit_databanks":null,"is_oa":false,"file_count":0,"downloads":0,"has_version_chain":false,"published_date":null,"fair_score":null,"fair_percentile":null,"algorithm_id":"datarank_citation_only_1hop_v6","ranking_scope":"data_only","authors":[{"id":731412,"name":"Lauren B. 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A cross-sectional analysis was conducted of 30 typical children and 30 children with autism, with 10 different children from each group at 3 different ages (2, 3, and 4 years), interacting with both adults and peers available as partners. By the age of 3 years, typically developing children engaged in coordinated joint attention (CJA) with others at a stable rate. At 4 years, children with autism exhibited more sharing attention to objects and events with others compared with groups with autism at 2 and 3 years. However, episodes of shared engagement remained low, and joint engagement involved more episodes of supported joint engagement compared to typical peers, with an adult as their primary partner. Typical children at 4 years of age showed a trend toward increasing their shared attention with peers. Individual children in both groups had a great deal of variability in their joint engagement with others. Children with autism were much less likely to initiate joint episodes and were much more likely to engage in a joint state for instrumental purposes than were their typical peers. These patterns of engagement are likely to have significant impact on the learning opportunities available to these groups of children.</jats:p>","is_dataset_classified":null,"base_score":2.70805020110221,"endowment":2.70805020110221,"datacite_reuse_total":0,"file_count":0,"downloads":0,"views":0,"has_version_chain":false,"is_dataset":false,"is_oa":false,"pmid":"19910364","pmcid":null,"openalex_id":"https://openalex.org/W2548818643","authors":[],"funders":[],"total_grants":0,"fwci":0.7502,"citation_percentile":0.71254857,"influential_citations":0,"citation_trend":[{"year":2016,"count":2},{"year":2017,"count":2},{"year":2019,"count":1},{"year":2021,"count":4},{"year":2022,"count":2},{"year":2024,"count":2},{"year":2025,"count":1}],"oa_status":"closed","license":null,"oa_locations":[{"url":"https://journals.lww.com/00011363-201607000-00005","host_type":"publisher"},{"url":"https://doi.org/10.1097/tld.0000000000000099","host_type":"journal"}],"fields_of_study":["Autism Spectrum Disorder Research","Family and Disability Support Research","Child and Animal Learning Development"],"mesh_terms":[],"keywords":["Autism","Joint attention","Psychology","Typically developing","Developmental psychology"],"sdg_mappings":[],"linked_datasets":[],"clinical_trials":[],"software_tools":[],"database_accessions":[],"source":"live","citation_network_status":"fetched"},"created_at":"2026-08-03T20:06:49.396202Z","pmid":null,"pmcid":null,"fwci":null,"citation_percentile":null,"influential_citations":0,"oa_status":null,"license":null,"views":0,"total_file_size_bytes":0,"version_count":0,"fair_f":null,"fair_a":null,"fair_i":null,"fair_r":null,"fair_zscore":null,"fair_rationale":null,"fair_model":null,"fair_agent_version":null,"fair_fulltext_source":null,"fair_has_llm":null,"fair_computed_at":null,"clinical_trials":[],"software_tools":[],"db_accessions":[],"linked_datasets":[],"topics":[]}