Swipe om te navigeren naar een ander artikel
The online version of this article (https://doi.org/10.1007/s10803-018-03875-0) contains supplementary material, which is available to authorized users.
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
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.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Supplementary material 1 (DOCX 13 KB)10803_2018_3875_MOESM1_ESM.docx
Bond, G. R., Drake, R. E., McHugo, G. J., Peterson, A. E., Jones, A. M., & Williams, J. (2014). Long-term sustainability of evidence-based practices in community mental health agencies. Administration and Policy in Mental Health and Mental Health Services Research, 41(2), 228–236. CrossRef
Brian, J., Bernardi, K., Dowds, E., Easterbrook, R., MacWilliam, S., & Bryson, S. (2017). Feasibility of training early childhood educators in a community child care setting using a caregiver-mediated intervention for toddlers with autism spectrum disorder. Journal of Education and Training Studies, 5(5), 93–102. CrossRef
Brookman-Frazee, L. I., Drahota, A., & Stadnick, N. (2012). Training community mental health therapists to deliver a package of evidence-based practice strategies for school-age children with autism spectrum disorders: A pilot study. Journal of Autism and Developmental Disorders, 42(8), 1651–1661. CrossRef
Chambers, D. A., Glasgow, R. E., & Stange, K. C. (2013). The dynamic sustainability framework: Addressing the paradox of sustainment amid ongoing change. Implementation Science, 8(1), 117. CrossRef
Chang, Y. C., Shire, S. Y., Shih, W., Gelfand, C., & Kasari, C. (2016). Preschool deployment of evidence-based social communication intervention: JASPER in the classroom. Journal of Autism and Developmental Disorders, 46(6), 2211–2223. CrossRef
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155. CrossRef
DiMaggio, P. J., & Powell, W. W. (2000). The iron cage revisited institutional isomorphism and collective rationality in organizational fields. In F. Dobbin (Ed.), Economics meets sociology in strategic management (pp. 143–166). Bingley: Emerald Group Publishing Limited. CrossRef
Glasgow, R. E., Vinson, C., Chambers, D., Khoury, M. J., Kaplan, R. M., & Hunter, C. (2012). National Institutes of Health approaches to dissemination and implementation science: Current and future directions. American Journal of Public Health, 102(7), 1274–1281. CrossRef
Glasgow, R. E., Vogt, T. M., & Boles, S. M. (1999). Evaluating the public health impact of health promotion interventions: The RE-AIM framework. American Journal of Public Health, 89(9), 1322–1327. CrossRef
Han, S. S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33(6), 665–679. CrossRef
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(1), 97–105. CrossRef
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. CrossRef
Kasari, C., Gulsrud, A., Freeman, S., Paparella, T., & Hellemann, G. (2012). Longitudinal follow-up of children with autism receiving targeted interventions on joint attention and play. Journal of the American Academy of Child & Adolescent Psychiatry, 51(5), 487–495. CrossRef
Kasari, C., Gulsrud, A., Paparella, T., Hellemann, G., & Berry, K. (2015). Randomized comparative efficacy study of parent-mediated interventions for toddlers with autism. Journal of Consulting and Clinical Psychology, 83(3), 554. CrossRef
Kasari, C., Gulsrud, A. C., Wong, C., Kwon, S., & Locke, J. (2010). Randomized controlled caregiver mediated joint engagement intervention for toddlers with autism. Journal of Autism and Developmental Disorders, 40(9), 1045–1056. CrossRef
Kasari, C., Lawton, K., Shih, W., Barker, T. V., Landa, R., Lord, C., ... & Senturk, D. (2014). Caregiver-mediated intervention for low-resourced preschoolers with autism: An RCT. Pediatrics, 134(1), e72–e79.
Khoo, A., Dent, M. T., & Oei, T. P. (2011). Group cognitive behaviour therapy for military service-related post-traumatic stress disorder: Effectiveness, sustainability and repeatability. Australian and New Zealand Journal of Psychiatry, 45(8), 663–672. CrossRef
Kolko, D. J., Iselin, A. M. R., & Gully, K. J. (2011). Evaluation of the sustainability and clinical outcome of Alternatives for Families: A Cognitive-Behavioral Therapy (AF-CBT) in a child protection center. Child Abuse & Neglect, 35(2), 105–116. CrossRef
McIntosh, K., Horner, R. H., & Sugai, G. (2009). Sustainability of systems-level evidence-based practices in schools: Current knowledge and future directions. In R. H. Horner, G. M. Sugai (Eds.), Handbook of positive behavior support, (pp. 327–352). Boston: Springer. CrossRef
Mullen, E. M. (1995). Mullen scales of early learning (pp. 58–64). Circle Pines, MN: AGS.
Mundy, P., Delgado, C., Block, J., Venezia, M., Hogan, A., & Seibert, J. (2003). Early social communication scales (ESCS). Coral Gables, FL: University of Miami.
Mundy, P., Sigman, M., & Kasari, C. (1990). A longitudinal study of joint attention and language development in autistic children. Journal of Autism and developmental Disorders, 20(1), 115–128. CrossRef
Murza, K. A., Schwartz, J. B., Hahs-Vaughn, D. L., & Nye, C. (2016). Joint attention interventions for children with autism spectrum disorder: A systematic review and meta-analysis. International journal of language & communication disorders, 51(3), 236–251. CrossRef
Rabin, B. A., Brownson, R. C., Haire-Joshu, D., Kreuter, M. W., & Weaver, N. L. (2008). A glossary for dissemination and implementation research in health. Journal of Public Health Management and Practice, 14(2), 117–123. CrossRef
Scheirer, M. A., & Dearing, J. W. (2011). An agenda for research on the sustainability of public health programs. American Journal of Public Health, 101(11), 2059–2067. CrossRef
Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., … McNerney, E. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(8), 2411–2428. CrossRef
Shire, S. Y., Chang, Y. C., Shih, W., Bracaglia, S., Kodjoe, M., & Kasari, C. (2017). Hybrid implementation model of community-partnered early intervention for toddlers with autism: A randomized trial. Journal of Child Psychology and Psychiatry, 58(5), 612–622. CrossRef
Shire, S. Y., Shih, W., Chang, Y. C., & Kasari, C. (2016). Short play and communication evaluation: Teachers’ assessment of core social communication and play skills with young children with autism. Autism, 22(3), 299–310. CrossRef
Stahmer, A. C., Suhrheinrich, J., & Rieth, S. (2016). A pilot examination of the adapted protocol for classroom pivotal response teaching. Journal of the American Academy of Special Education Professionals, 119, 139.
Stirman, S. W., Kimberly, J., Cook, N., Calloway, A., Castro, F., & Charns, M. (2012). The sustainability of new programs and innovations: A review of the empirical literature and recommendations for future research. Implementation Science, 7(1), 17. CrossRef
Sundberg, M. L. (2008). Verbal behavior milestones assessment and placement program: The VB-MAPP.
Swain, K., Whitley, R., McHugo, G. J., & Drake, R. E. (2010). The sustainability of evidence-based practices in routine mental health agencies. Community Mental Health Journal, 46(2), 119–129. CrossRef
Ungerer, J. A., & Sigman, M. (1981). Symbolic play and language comprehension in autistic children. Journal of the American Academy of Child Psychiatry, 20(2), 318–337.
- Sustained Community Implementation of JASPER Intervention with Toddlers with Autism
Stephanie Y. Shire
- Springer US