Abstract
This study aimed to investigate the effectiveness of teacher implemented JA intervention on improving teacher- child communication and social interaction among children with ASD. A pretest-posttest design, where the dependent variables are measured once before the treatment is implemented and once after it is implemented, was employed. MW Test was employed, run by SPSS V18.0. MW Test results indicated the effectiveness of teacher implemented Joint Attention intervention on improving teacher-child communication and social interaction among children with ASD. This study could contribute to the literature on teacher implemented Joint Attention intervention as there is dearth research in this area. The study is concerned with training young children with ASD in joint attention which may have substantial effect on their communication and social interaction.