Joint Attention and Autism: Understanding Shared Attention in Interaction
Joint attention refers to moments when two people share focus on the same object, event, person, or idea, and are aware that they are sharing that focus. This may involve a combination of gaze, gesture, pointing, facial expression, or other communication signals.
It matters because shared attention supports communication development, social interaction and learning. It is also one of the earliest things you see: a baby smiling back at you, reaching to be picked up, pointing at a toy, or turning to the right page in a book are all early forms of shared attention. Children communicate without words long before they communicate with them.
What is important to recognise is that children may develop and express shared attention in different ways, not all of which rely on typical patterns of eye gaze or pointing.
Joint attention in autistic children
Autistic children may share attention differently, and traditional signs of joint attention, such as frequent eye gaze or coordinated pointing, may not always be the primary way they communicate shared focus.
Differences in how attention is shared or coordinated can reflect differences in communication style, sensory processing, and interaction preferences, rather than a lack of interest or understanding. An autistic child who is not looking at you may be attending very closely indeed.
Some autistic children show shared engagement in other ways, such as:
- Orienting their body towards an object
- Repeating or referencing language related to an interest
- Using AAC, gestures, or movement
- Engaging alongside others rather than through direct gaze
Recognising these alternative forms of shared attention helps ensure that children are not misunderstood and that their communication is accurately supported.
Does a difference in joint attention mean my child is autistic?
Not on its own, no. Differences in shared attention are something parents often notice first, and they are one of the things a diagnostic team will look at, but they occur for many reasons and are not diagnostic by themselves.
If you have questions about your child’s communication or development, speak to your GP, who can refer you to your local NHS service. You can also contact us directly. Our multidisciplinary team provides autism assessment using the ADOS-2, ADI-R and DISCO, the assessment tools recognised as the gold standard for autism diagnostics.
Supporting shared attention in the classroom
Rather than teaching joint attention as a “skill to fix”, the aim is to create accessible, low-pressure opportunities for shared engagement.
Make your focus clear in multiple ways:
Use a combination of gesture, language, movement, and demonstration to show what you are referring to, rather than relying on gaze alone.
Follow the child’s interests:
Shared attention is often easier and more meaningful when built around the child’s motivations and preferred activities.
Use predictable, structured routines:
Familiar routines can provide a supportive context for shared engagement, as they reduce cognitive and sensory load. This works just as well at home: mealtimes, getting dressed and bath time are all good moments to build in.
Allow flexible ways of sharing attention:
Accept different forms of participation (looking, positioning, movement, vocalisation, AAC, or parallel engagement) as valid ways of sharing focus.
Reduce pressure for eye contact:
Eye gaze is not required for understanding or connection. Many autistic people attend and engage effectively without it, and for some, being asked to make eye contact makes listening harder rather than easier.
Building shared attention is about mutual understanding and communication access, not conformity to a single expected behaviour. When adults recognise and respond to different ways children share attention, they support more inclusive and effective communication in the classroom.
Getting support
If you would like to talk to someone about your child’s communication, email enquiries@londonspeechtherapy.co.uk or call 020 3475 2189. You can also read more about our work with children on the speech and language therapy for children page, or about how we support settings on the speech and language therapy in schools page.
If your pupil or child uses AAC, our guide to core boards is a practical next read.
