LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 25:9 September 2025
ISSN 1930-2940

Editors:
         Selvi M. Bunce, M.A., Ph.D. Candidate
         Nathan Mulder Bunce, M.A., Ph.D. Candidate
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Honorary Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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The Role of Joint Attention in Early Language Development in Autism spectrum Disorder (ASD)

KSH Rameshori Devi and
Professor Mayengbam Bidyarani Devi

Abstract

Joint attention, the ability to coordinate attention with a social partner toward a shared object or event, is a foundational social-communicative skill that strongly predicts language outcomes in early childhood. In autism spectrum disorder (ASD), differences in initiating and responding to joint attention (IJA, RJA) and joint engagement with caregivers are among the earliest observable signs and are robustly associated with later expressive and receptive language. This paper synthesizes theoretical frameworks and empirical evidence linking joint attention to language development in ASD, reviews assessment measures, summarizes intervention effects (including caregiver-mediated and preschool-based randomized trials), and highlights implications for clinical practice and research. We conclude with recommendations for culturally responsive assessment, longitudinal designs, and mechanism-focused intervention research.

Keywords:Autism spectrum disorder (ASD), joint attention, joint engagement, initiating joint attention (IJA), responding to joint attention (RJA)

Introduction

Language development in ASD is notably heterogeneous, but converging evidence identifies Joint attention as a critical precursor and predictor of language growth. Joint attention is typically defined as the capacity to share attention to a referent with awareness of mutuality, supported by behaviors such as gaze alternation, pointing, and showing (Bakeman & Adamson, 1984; Mundy & Newell, 2007). In autistic toddlers, attenuated or atypical joint attention is detectable by the second year of life and is strongly associated with later spoken language and communicative competence. Understanding how joint attention supports language provides an actionable target for early identification and intervention.

Research suggests that children with ASD exhibit reduced frequency and quality of joint attention behaviors such as pointing, gaze alternation, and showing objects. These differences hinder opportunities for language input during everyday interactions, thereby contributing to long-term difficulties in expressive and receptive language.

Joint attention is widely recognized as a cornerstone of early social communication and language development. It refers to the shared focus of two individuals on an object or event, coordinated through gaze, gestures, or verbal cues. Research suggests that joint attention is not a unitary construct but comprises multiple interrelated components that contribute uniquely to developmental outcomes.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

KSH Rameshori Devi
Ph.D. Research Scholar,
Department of Linguistics
Manipur International University, Manipur
ramyrameshori@gmail.com
&
Professor Mayengbam Bidyarani Devi
Department of Linguistics
Manipur International University, Manipur
bidyaranimayengbam5@gmail.com
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