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09-01-2019 | Original Paper | Uitgave 5/2019

Journal of Autism and Developmental Disorders 5/2019

Sustained Community Implementation of JASPER Intervention with Toddlers with Autism

Tijdschrift:
Journal of Autism and Developmental Disorders > Uitgave 5/2019
Auteurs:
Stephanie Y. Shire, Wendy Shih, Ya-Chih Chang, Suzanne Bracaglia, Maria Kodjoe, Connie Kasari
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Electronic supplementary material

The online version of this article (https://​doi.​org/​10.​1007/​s10803-018-03875-0) contains supplementary material, which is available to authorized users.

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Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Abstract

Intervention research is increasingly conducted in community settings, however it is not clear how well practices are sustained locally or how children progress once external research support is removed. Two school-year cohorts of toddlers with autism (year 1: n = 55, year 2: n = 63) received Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) intervention from teaching assistants (TAs) with external support in year 1 and local, internal support in year 2. TAs sustained intervention strategies with more modest maintenance of high-level skills. Children in both years 1 and 2 made similar gains in initiations of joint attention during independent assessment. Year 1 children made significantly greater play gains. JASPER sustained into year 2, however advancing play may require additional supports.

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Supplementary material 1 (DOCX 13 KB)
10803_2018_3875_MOESM1_ESM.docx
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