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Gepubliceerd in:

09-01-2019 | Original Paper

Sustained Community Implementation of JASPER Intervention with Toddlers with Autism

Auteurs: Stephanie Y. Shire, Wendy Shih, Ya-Chih Chang, Suzanne Bracaglia, Maria Kodjoe, Connie Kasari

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 5/2019

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.

vorige artikel Cross-Cultural Content Validity of the Autism Program Environment Rating Scale in Sweden

volgende artikel Public Perception of Autism Treatments: The Role of Credibility and Evidence

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Titel: Sustained Community Implementation of JASPER Intervention with Toddlers with Autism
Auteurs: Stephanie Y. Shire
Wendy Shih
Ya-Chih Chang
Suzanne Bracaglia
Maria Kodjoe
Connie Kasari
Publicatiedatum: 09-01-2019
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 5/2019
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-018-03875-0

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