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
- 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
- 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
- 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.
- 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
- 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
- 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.
- 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.
- 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
- 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
- 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)