The effects of JASPER intervention for children with autism spectrum disorder: A systematic review.
Nineteen studies say JASPER reliably boosts joint attention, play, and language in young autistic children.
01Research in Context
What this study did
Waddington et al. (2021) looked at every JASPER paper they could find. They pulled 19 studies that used the Joint Attention, Symbolic Play, Engagement and Regulation program with young children on the spectrum.
The team checked how kids did on joint attention, play, and language. They also noted who taught the program — parents, teachers, or therapists.
What they found
Across all 19 studies, JASPER gave steady, small-to-medium gains. Kids pointed, shared toys, and talked more than before.
Parents and teachers could run the program well. Remote coaching worked too. No study reported harm or skill loss.
How this fits with other research
Shire et al. (2020) extend the story: toddlers in daycare learned joint attention just as fast with a peer partner as with an adult. The review’s adult-child focus is still solid, but now you can add peers.
ACruz-Montecinos et al. (2024) push the age lower. Their Baby JASPER for 12- to 22-month-olds lifted child-initiated joint play in only eight weeks. Hannah’s review starts around age two, so the infant data is new ground.
Afsharnejad et al. (2024) seem to disagree at first glance. Their 2024 review found social-skills groups do nothing for school-age autistic kids. Hannah’s review, however, covers preschool JASPER, not school-age groups. The null finding does not clash; it simply warns us that format and age matter.
Why it matters
If you serve preschool or early-elementary learners, JASPER is a low-risk bet. You can train parents in under ten hours, slip sessions into natural play, and see clear gains in joint looks, toy play, and first words. Try adding a peer for even faster social uptake.
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02At a glance
03Original abstract
Naturalistic developmental behavioural interventions are promising approaches for young children with, or suspected of having, autism spectrum disorder. Joint attention, symbolic play, engagement and regulation intervention (JASPER) is a well-researched naturalistic developmental behavioural intervention but, to date, no reviews have specifically evaluated its effects. This systematic literature review examined the effects of JASPER intervention and its components on child, parent and educator outcomes. Of the 96 articles screened, 19 were eligible for inclusion in the review. Most studies found that children who received JASPER intervention showed significantly greater improvements in at least one outcome related to child joint attention, joint engagement, play skills and language skills compared to the comparison group. Implementation outcomes for parents and educators were generally positive. There were no consistent predictors or mediators of treatment effects. None of the studies met all of the quality indicators outlined by the Council of Exceptional Children, and the majority of outcome measures were classified as proximal. Overall, JASPER intervention appears promising in improving child outcomes directly targeted during treatment. More research is needed to determine whether it is also effective in improving a wider range of outcomes for children with autism spectrum disorder.Lay abstractInterventions which are delivered in natural contexts and use both developmental and behavioural techniques may be helpful for children with, or suspected of having, autism spectrum disorder. Joint attention, symbolic play, engagement and regulation (JASPER) is a type of intervention, which falls under this category. Although several studies have examined the effects of JASPER, this has not yet been summarised in a review. This systematic literature review examined the effects of JASPER intervention, and the techniques that make up JASPER, on child, parent and educator outcomes. We screened 96 articles and, of these, 19 were included in the review. Most studies found that children who received JASPER intervention showed significantly greater improvements in at least one outcome related to child joint attention, joint engagement, play skills, and language skills compared to children who did not receive JASPER intervention. Parents and educators were mostly able to use the JASPER techniques. There were no consistent child, parent, teacher or treatment characteristics that influenced the effects of the JASPER intervention. None of the studies met all of the indicators of being a good quality study outlined by the Council of Exceptional Children. Overall, JASPER intervention appears promising in improving child outcomes directly targeted during treatment. More research is needed to determine whether it is also effective in improving a wider range of outcomes for children with autism spectrum disorder.
Autism : the international journal of research and practice, 2021 · doi:10.1177/13623613211019162