ArticlesJoint Attention Skills and Language Development in Special Needs Populations Translating Research to PracticePaparella, Tanya PhD; Kasari, Connie PhD Author Information Division of Child Psychiatry, Neuropsychiatric Institute (Dr Paparella) and the Graduate School of Education and Information Studies (Dr Kasari), University of California, Los Angeles, Calif. Corresponding author: Connie Kasari, PhD, UCLA Graduate School of Education and Information Studies, 3132B Moore Hall, Box 951521, Los Angeles, CA 90095 (e-mail: [email protected]). Reprints: Connie Kasari, PhD, UCLA Graduate School of Education and Information Studies, 3132B Moore Hall, Box 951521, Los Angeles, CA 90095 (e-mail: [email protected]). This work was supported by grant HD35470 from NICHD and grant MH64927 from NIMH. Infants & Young Children: July 2004 - Volume 17 - Issue 3 - p 269-280 Buy Abstract Recent research has documented the importance of joint attention skills to language development in young typical children. A number of studies have also examined joint attention skills in children with different disabilities. This article reviews the literature concerning joint attention skills in children with specific language difficulties—children with Down syndrome, deafness, and autism. Our review focuses on joint attention that is conceptualized both as a state and as declarative gestures, and covers issues related to topic control in mother-child interactions, proportion of time spent in joint attention, caregiver strategies within episodes of joint attention, and child contributions to joint attention. Research findings are then discussed in terms of translating these findings to intervention practice. ©2004Lippincott Williams & Wilkins, Inc.