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Abstract
Background and Aim: Because Joint attention provides the basis for learning core skills such as language,
social communication, playfulness, mind theory, and behavior theory, it has become a target for therapeutic
intervention for children with autism spectrum disorder. Therefore, the purpose of this study is to identify
and develop the components of a joint attention education program with a synthesis research approach and
based on the principles of timely intervention for children with autism spectrum disorder.
Method: used in this research is qualitative and Synthesis Research. The statistical community of research
synthesis in this research includes all articles, theses and studies on joint attention training for children with
autism spectrum disorder. that with that with the keywords of joint attention training; Joint attention program
and autism spectrum disorder through search engines and English-language scientific resource databases
including Pup Med, Embase, PsycINFO, ProQuest, Google Scholar, Science Direct, Springer and the keywords
in addition to the above keywords of joint attention training and joint attention program were searched through
Magiran and SID Persian language databases.. Among these, there are 34 research articles in English and
Persian, which were selected from among 60 published articles in the period from 2010 to 2021.
Results: After analysis, coding and classification, the research results showed indicators. The components
of joint attention training for children with autism in the age range of 3 to 5 years have been extracted based
on the components arising from the study of theoretical foundations and research background in the form of
research synthesis. Accordingly, joint attention training based on seven basic categories, including attention
recognition, initiation of joint attention; Response to shared attention; Initiation of behavioral requests;
Response to social interaction; The beginning of social interaction and response to behavioral requests is
solid, and joint attention exercises and training activities can be designed, implemented and evaluated based
on these components. The content validity of the program in the Waltz and Basel method is generally equal to
0.84, which indicates the appropriate and acceptable content validity for this program.
 

Keywords: Children with Autism Spectrum Disorder, Joint attention, Joint attention program, joint attention training

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