Association for Behavior Analysis International

Infants who require early intervention services often times do not have joint attention skills in repertoire. Previous research show that having joint attention skills is important for a child’s development. The purpose of this study was to induce joint attention using an Intensive Tact Instruction (ITI) for children with listener and speaker skills while using an Intensive Listener Instruction (ILI) for children with listener, but no speaker skills. They were all receiving Special Instruction services at an Early Intervention center or a Preschool during the time of the study. The dependent variables in the study included the measure of responding to joint attention (RJA), initiating joint attention (IJA), observing responses, and whether praise functioned as a reinforcer. A nonconcurrent multiple baseline design was used to measure the effect of the ITI and ILI on joint attention (RJA and IJA) and observing responses. Results indicate that a child requires specific cusps and capabilities to benefit from the intervention.