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09-01-2019 | Original Paper | Uitgave 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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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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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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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
DOI: https://doi.org/10.1007/s10803-018-03875-0
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 5/2019
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

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