Abstract
Few research-developed early intervention models have been deployed to and tested in real world preschool programs. In this study, teaching staff implemented a social communication modularized intervention, JASPER, in their daily program. Sixty-six preschool children with autism in twelve classrooms (12 teachers) were randomized to receive immediate JASPER training (IT) or were waitlisted (WL) for 3 months with a 1-month follow up. Measures of core deficits (initiations of joint engagement, joint attention gestures and language, play skills) and standardized cognitive measures were improved for IT over WL children. IT teachers achieved and maintained high fidelity. Teachers can implement evidence-based interventions with significant improvements in core deficits of their children with ASD.
Similar content being viewed by others
References
Dykstra, J. R., Boyd, B. A., Watson, L. R., Crais, E. R., & Baranek, G. T. (2012). The impact of the Advancing Social-communication And Play (ASAP) intervention on preschoolers with autism spectrum disorder. Autism, 16(1), 27–44.
Gould, E., Dixon, D. R., Najdowski, A. C., Smith, M. N., & Tarbox, J. (2011). A review of assessments for determining the content of early intensive behavioral intervention programs for autism spectrum disorders. Research in Autism Spectrum Disorders, 5(3), 990–1002.
Hardan, A. Y., Gengoux, G. W., Berquist, K. L., Libove, R. A., Ardel, C. M., Phillips, J., et al. (2015). A randomized controlled trial of Pivotal Response Treatment Group for parents of children with autism. Journal of Child Psychology and Psychiatry, 56, 884–892.
Ingersoll, B., & Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36(4), 487–505.
Kaale, A., Fagerland, M. W., Martinsen, E. W., & Smith, L. (2014). Preschool-based social communication treatment for children with autism: 12-Month follow-up of a randomized trial. Journal of the American Academy of Child and Adolescent Psychiatry, 53, 188–198.
Kaale, A., Smith, L., & Sponheim, E. (2012). A randomized controlled trial of preschool-based joint attention intervention for children with autism. Journal of Child Psychology and Psychiatry, 53, 97–105.
Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47(6), 611–620.
Kasari, C., Gulsrud, A. C., Wong, C., Kwon, S., & Locke, J. (2010). A randomized controlled caregiver mediated joint engagement intervention for toddlers with autism. Journal of Autism and Developmental Disorders, 40, 1045–1056.
Kasari, C., Kaiser, A., Goods, K., Nietfeld, J., Mathy, P., Landa, R., … & Almirall, D. (2014a). Communication interventions for minimally verbal children with autism: A sequential multiple assignment randomized trial. Journal of the American Academy of Child & Adolescent Psychiatry, 53(6), 635–646.
Kasari, C., Lawton, K., Shih, W., Barker, T. V., Landa, R., Lord, C., et al. (2014b). Caregiver-mediated intervention for low-resourced preschoolers with autism: An RCT. Pediatrics, 134, e72–e79.
Kasari, C., Paparella, T., Freeman, S., & Jahromi, L. B. (2008). Language outcome in autism: Randomized comparison of joint attention and play interventions. Journal of Consulting and Clinical Psychology, 76, 125–137.
Kasari, C., & Smith, T. (2013). Interventions in schools for children with autism spectrum disorder: Methods and recommendations. Autism, 17(3), 254–267.
Lawton, K., & Kasari, C. (2012). Teacher-implemented joint attention intervention: Pilot randomized controlled study for preschoolers with autism. Journal of Consulting and Clinical Psychology, 80, 687–693.
Lifter, K., & Bloom, L. (1989). Object knowledge and the emergence of language. Infant Behavior and Development, 12(4), 395–423.
Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. L. (2012). Autism diagnostic observation schedule, 2nd Edn., (ADOS-2) Manual (Part 1): Modules pp 1–4.
Mandell, D. S., Stahmer, A. C., Shin, S., Xie, M., Reisinger, E., & Marcus, S. C. (2013). The role of treatment fidelity on outcomes during a randomized field trial of an autism intervention. Autism, 17(3), 281–295.
Mullen, E. (1995). Mullen scales of early learning. Circle Pines, MH: American Guidance Service.
Mundy, P., Kasari, C., Sigman, M., & Ruskin, E. (1995). Nonverbal communication and early language acquisition in children with Down syndrome and in normally developing children. Journal of Speech, Language, and Hearing Research, 38(1), 157–167.
Mundy, P., Sigman, M., & Kasari, C. (1994). Joint attention, developmental level, and symptom presentation in autism. Development and Psychopathology, 6(03), 389–401.
Mundy, P., Sigman, M., Ungerer, J., & Sherman, T. (1986). Defining the social deficits of autism: The contribution of non-verbal communication measures. Journal of Child Psychology and Psychiatry, 27(5), 657–669.
Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., et al. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 2411–2418.
Seibert, J. M., Hogan, A. E., & Mundy, P. C. (1982). Assessing interactional competencies: The early social-communication scales. Infant Mental Health Journal, 3(4), 244–258.
Shire, S. Y. (2013). A novel teacher implemented protocol to assess early social communication and play skills in preschool children with Autism. Los Angeles: University of California.
Sigman, M., & Ruskin, E. (1999). Social competence in children with Autism, Down syndrome and other developmental delays: A longitudinal study. Monographs of the Society for Research in Child Development, Serial No. 256, 64(1).
Sigman, M., & Ungerer, J. A. (1984). Cognitive and language skills in autistic, mentally retarded, and normal children. Developmental Psychology, 20(2), 293.
Stahmer, A. C., Rieth, S., Lee, E., Reisinger, E. M., Mandell, D. S., & Connell, J. E. (2015). Training teachers to use evidence-based practices for autism: Examining procedural implementation fidelity. Psychology in the Schools, 52(2), 181–195.
Sundberg, M. L. (2008). Verbal behavior milestones assessment and placement program: The VB-MAPP. Concord, CA: AVB Press.
Sundberg, M. L., & Sundberg, C. A. (2011). Intraverbal behavior and verbal conditional discriminations in typically developing children and children with autism. The Analysis of Verbal Behavior, 27(1), 23.
Ungerer, J. A., & Sigman, M. (1981). Symbolic play and language comprehension in autistic children. American Academy of Child Psychiatry, 20, 318–337.
U.S. Department of Education, National Center for Education Statistics. (2015). Digest of education statistics, 2013 (NCES 2015-011), Chapter 2.
Wells, K., & Jones, L. (2009). “Research” in community-partnered, participatory research. JAMA, 302(3), 320–321.
Wong, C. S. (2013). A play and joint attention intervention for teachers of young children with autism: A randomized controlled pilot study. Autism, 17, 340–357.
Wong, C., & Kasari, C. (2012). Play and joint attention of children with autism in the preschool special education classroom. Journal of Autism and Developmental Disorders, 42(10), 2152–2161.
Acknowledgments
This study was funded by Autism Speaks Grant #7495 (PI: Kasari). We would like to thank the children and families who participated in the study as well as the dedicated teachers, paraprofessionals, and Los Angeles Unified School District for their participation and collaboration on this project. We would also like to thank the team of assessors and coders: Fahad Alnemary, Faisal Alnemary, Kathleen Berry, Michelle Dean, Charlotte DiStefano, Reina Factor, Elizabeth Fuller, Matthew Goodman, Hilary Gould, Clare Harrop, Alison Holbrook, Abbey Hye, Kelsey Johnson, Elizabeth Karp, Kiana Krolik, Jason Lee, Marcella Mattos, Caitlin McCracken, Marina Mladenovic, Jonathan Panganiban, Andrew Schlink, Alyssa Tan, Nicole Tu, and Marta Wirga.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Author Contributions
YC co-coordinated the study, coached the teachers and paraprofessionals, and drafted the manuscript. SS co-coordinated the study, coached the teachers and paraprofessionals, and drafted the manuscript; WS conducted the analyses for the study; CG was the liaison between the community and the university for the project; CK is the principal investigator of the interventional trial and assisted in the drafting of the manuscript.
Conflict of Interest
None.
Rights and permissions
About this article
Cite this article
Chang, YC., Shire, S.Y., Shih, W. et al. Preschool Deployment of Evidence-Based Social Communication Intervention: JASPER in the Classroom. J Autism Dev Disord 46, 2211–2223 (2016). https://doi.org/10.1007/s10803-016-2752-2
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10803-016-2752-2