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Gepubliceerd in: Journal of Autism and Developmental Disorders 3/2018

22-11-2017 | Original Paper

Mediating Parent Learning to Promote Social Communication for Toddlers with Autism: Effects from a Randomized Controlled Trial

Auteurs: Hannah H. Schertz, Samuel L. Odom, Kathleen M. Baggett, John H. Sideris

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 3/2018

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Abstract

A randomized controlled trial was conducted to evaluate effects of the Joint Attention Mediated Learning (JAML) intervention. Toddlers with autism spectrum disorders (ASD) aged 16–30 months (n = 144) were randomized to intervention and community control conditions. Parents, who participated in 32 weekly home-based sessions, followed a mediated learning process to target preverbal social communication outcomes (social visual synchrony, reciprocity, and responding and initiating forms of joint attention) throughout daily interactions. The analysis found post-intervention effects for all outcomes, with all except initiating joint attention sustaining 6 months post-intervention. Findings support the value of very early intervention targeting explicitly social functions of preverbal communication and of promoting active engagement in the learning process for both toddlers and parents.
Voetnoten
1
Hereafter referred to as “autism.”
 
2
For all tests that include time the degrees of freedom were (2, 221).
 
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Metagegevens
Titel
Mediating Parent Learning to Promote Social Communication for Toddlers with Autism: Effects from a Randomized Controlled Trial
Auteurs
Hannah H. Schertz
Samuel L. Odom
Kathleen M. Baggett
John H. Sideris
Publicatiedatum
22-11-2017
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 3/2018
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-017-3386-8

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