Joint attention is when two individuals focus on a common object or an incident together. This helps in communication, mutual understanding and for building connections between people. Joint attention develops early in child’s development years. This can be assessed in typically developing children by four to six months, and by eight to nine months of age, in young children who may have autism spectrum disorders. Impairment of joint attention can lead to difficulties in understanding and responding to cues. Also causes inability to form social relationship with others, delay in language development and in the acquisition of new skills. Impairment of joint attention prior to one year of age is one of the first signs of autism. Intervention that is focused on joint attention has shown to improve language learning and communicative outcomes in individuals with autism. Hence there is a significant need for developing and validating tools to evaluate joint attention, particularly in school aged children.

Currently, there is a scarcity of culturally sensitive tools for evaluating joint attention skills in children with ASD, particularly in diverse populations like India. Existing assessment tools predominantly focus on non-verbal or younger children, limiting their applicability to school-aged children across the ASD spectrum. 

By adapting the C-JARS for the Indian Context, this study aims to bridge this gap by providing a culturally relevant and validated tool for assessing joint attention in school aged children with ASD. The need for such research is underscored by the importance of early detection and intervention in ASD, where joint attention plays a crucial role in social communication development. 

By filling this research gap, the study will contribute to a better understanding of joint attention abilities in school-aged children with ASD in India, facilitating tailored interventions and support for this population.