JAML

Joint Attention Mediated Learning (JAML)

A mediated learning orientation is incorporated in the Joint Attention Mediated Learning (JAML) approach, which is designed to foster social communication at a preverbal level for toddlers with autism-related concerns through guided parent-child interaction (Schertz, Odom, Baggett, & Sideris, 2013). Toddlers on the autism spectrum may have other areas, besides social communication, in which additional concentration is needed; however, the approach is designed to focus most directly on social communication because of its primacy as a core area of difficulty in autism and because of its aforementioned role in supporting early learning in other areas.  

Joint Attention Mediated Learning Research Projects

Hannah Schertz, PhD
  1. Schertz, H. H., Odom, S. L., Baggett, K. M., & Sideris, J. H. (2016). Parent-reported repetitive behavior in toddlers on the autism spectrum. Journal of Autism and Developmental Disorders, 46(10), 3308-3316. DOI: 10.1007/s10803-016-2870-x
  2. Schertz, H. H., Horn, K., Lee, M., & Mitchell, S. (2017). Supporting parents to help toddlers with autism risk make social connections. Young Exceptional Children, 20(1), 16-29. https://doi.org/10.1177/1096250615576808
  3. Schertz, H.H., & Horn, K. (2017). Family capacity-building: Mediating parent learning through guided video reflection. In C. Trivette and B. Keilty (Eds.), DEC Recommended Practices Monograph Series No. 3 Family: Knowing families, tailoring practices, building capacity. (pp. 125-134). Washington, DC: Division for Early Childhood of the Council for Exceptional Children.
  4. Schertz, H. H., Odom, S. L., Baggett, K. M., & Sideris, J. H. (2018). Mediating parent learning to promote social communication for toddlers with autism: Effects from a randomized controlled trial. Journal of Autism and Developmental Disorders, 48(3), 853-867. https://doi.org/10.1007/s10803-017-3386-8
  5. Schertz, H. H., Call-Cummings, M., Horn, K., Quest, K., & Law, R. S. (2018). Social and instrumental interaction between parents and their toddlers with autism: A qualitative analysis. Journal of Early Intervention, 40(1), 20-38. https://doi.org/10.1177/1053815117737353
  6. Schertz, H.H. & Horn, K. (2018). Facilitating toddlers’ social communication from within the parent-child relationship: Application of family-centered early intervention and mediated learning principles. In: M. Siller & L. Morgan (Eds). Handbook of parent-implemented interventions: Supporting families of young children with autism (pp. 141-151). Cham, Switzerland: Springer.
  7. Schertz, H. H. & Horn, K. (2018). Supporting early toddler social engagement through parent-mediated interaction. In DEC Recommended Practice Monograph Series No. 5 Interactions: Responsive interactions to support child development and learning (pp. 39-50). Washington, DC: Division for Early Childhood of the Council for Exceptional Children.
  8. Baggett, K. M., Barger, B., Schertz, H. H., & Odom, S. L. (2018, May). Effects of a parent mediated intervention on parent facilitators and positive social behavior of toddlers with autism: A randomized controlled trial. In International Society for Autism Research, Abstract book (pp.24), Available at: https://insar.confex.com/insar/2018/webprogram/start.html . And specifically: https://insar.confex.com/insar/2018/webprogram/Paper27981.html
  9. Schertz et al. (2019). Challenges and contributors to self-efficacy for parents of toddlers with autism. Autism (in submission): DOI: 10.1007/s10567-012-0119-6
  10. Schertz, H.H., Liu, X.Y., Lee, K.W., Sun, L. (2019). Recent trends in reported intervention practices for toddlers with autism: Intervention content and delivery processes. Early Childhood Research Quarterly. (under review)