Joint attention, or shared attention to an object or event, is a pivotal skill for the development of social interactions and social communication. Joint attention typically develops in natural contexts within the first year of life. Children with autism spectrum disorder (ASD) and related developmental disabilities often experience difficulty developing joint attention. Clinical interventions to increase joint attention exist. However, there are limited studies investigating methods to incorporate joint attention interventions in inclusive preschool classrooms with peers as social partners. For young children in preschool settings, peer-mediated social skills interventions reflect natural contingencies and may promote generalization. In this study, we employed a single-case multiple baseline across child-peer dyads design to evaluate the effects of a peer-mediated joint attention intervention for children with or at risk for ASD on response to joint attention (RJA) from peer bids and initiations of joint attention (IJA) from target children with ASD. The intervention included direct instruction with a social narrative to teach three peers to initiate bids for joint attention to measure target children’s responses. Target children later received the same direct instruction to increase IJA to same-aged-peers. Results indicate increased target child RJA and IJA to peers. Limitations and implications for research and practice are discussed.

共同关注，或对对象或事件的共同关注，是社会互动和社会交流发展的关键技能。共同注意力通常在生命的第一年内在自然环境中发展。患有自闭症谱系障碍 (ASD) 和相关发育障碍的儿童经常难以发展共同注意力。存在增加联合注意力的临床干预措施。然而，有限的研究调查了将联合注意力干预纳入包容性学前教室的方法，并以同伴为社会伙伴。对于学龄前儿童，同伴介导的社交技能干预反映了自然的偶然性，并可能促进泛化。在这项研究中，我们采用跨儿童-同伴二元组设计的单案例多基线来评估同伴介导的联合注意干预对患有或有患 ASD 风险的儿童对来自同伴投标和联合注意启动的联合注意 (RJA) 的反应的影响(IJA) 来自 ASD 目标儿童。干预包括直接指导和社会叙述，教三个同伴发起共同关注的投标，以衡量目标儿童的反应。目标儿童后来接受了同样的直接指示，将 IJA 增加到同龄同龄人。结果表明目标儿童 RJA 和 IJA 对同伴的增加。讨论了研究和实践的局限性和影响。