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Détail de l'auteur
Auteur Kristy CAPES |
Documents disponibles écrits par cet auteur (4)
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Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings / Giacomo VIVANTI in Autism Research, 15-11 (November 2022)
[article]
Titre : Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings Type de document : Texte imprimé et/ou numérique Auteurs : Giacomo VIVANTI, Auteur ; Catherine BENT, Auteur ; Kristy CAPES, Auteur ; Shannon UPSON, Auteur ; Kristelle HUDRY, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.2200-2209 Langues : Anglais (eng) Mots-clés : Child Child, Preschool Humans Autism Spectrum Disorder/therapy/psychology Autistic Disorder Child Development Disorders, Pervasive/psychology Early Intervention, Educational Social Behavior autism spectrum disorder early intervention early start Denver model inclusion mainstream education moderators predictors Index. décimale : PER Périodiques Résumé : This study examined the factors associated with social-communicative outcomes for children on the autism spectrum receiving early intervention in inclusive versus specialised early childhood education programmes. Fifty-eight preschool-aged children randomly assigned to receive the Group-Early Start Denver Model (G-ESDM) in either inclusive or specialised (i.e., autism-specific) classrooms across one calendar year showed similar outcomes at group mean-level across measures of communication and social behaviour. We examined factors moderating outcomes across settings. Novel moderation analyses revealed that higher baseline social interest and nonverbal cognitive skills were associated with increased social communication gains for children in the inclusive classrooms, but not for those in specialised settings. Children who spend more time paying attention to people and have higher cognitive skills might benefit from receiving early intervention in inclusive settings, whilst these factors might be less relevant for children educated in specialised settings. En ligne : http://dx.doi.org/10.1002/aur.2815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488
in Autism Research > 15-11 (November 2022) . - p.2200-2209[article] Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings [Texte imprimé et/ou numérique] / Giacomo VIVANTI, Auteur ; Catherine BENT, Auteur ; Kristy CAPES, Auteur ; Shannon UPSON, Auteur ; Kristelle HUDRY, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.2200-2209.
Langues : Anglais (eng)
in Autism Research > 15-11 (November 2022) . - p.2200-2209
Mots-clés : Child Child, Preschool Humans Autism Spectrum Disorder/therapy/psychology Autistic Disorder Child Development Disorders, Pervasive/psychology Early Intervention, Educational Social Behavior autism spectrum disorder early intervention early start Denver model inclusion mainstream education moderators predictors Index. décimale : PER Périodiques Résumé : This study examined the factors associated with social-communicative outcomes for children on the autism spectrum receiving early intervention in inclusive versus specialised early childhood education programmes. Fifty-eight preschool-aged children randomly assigned to receive the Group-Early Start Denver Model (G-ESDM) in either inclusive or specialised (i.e., autism-specific) classrooms across one calendar year showed similar outcomes at group mean-level across measures of communication and social behaviour. We examined factors moderating outcomes across settings. Novel moderation analyses revealed that higher baseline social interest and nonverbal cognitive skills were associated with increased social communication gains for children in the inclusive classrooms, but not for those in specialised settings. Children who spend more time paying attention to people and have higher cognitive skills might benefit from receiving early intervention in inclusive settings, whilst these factors might be less relevant for children educated in specialised settings. En ligne : http://dx.doi.org/10.1002/aur.2815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial / G. VIVANTI in Autism, 23-5 (July 2019)
[article]
Titre : Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : G. VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur ; E. DUNCAN, Auteur ; J. FEARY, Auteur ; Kristy CAPES, Auteur ; S. UPSON, Auteur ; Catherine A BENT, Auteur ; Sally J ROGERS, Auteur ; K. HUDRY, Auteur Article en page(s) : p.1165-1175 Langues : Anglais (eng) Mots-clés : Early Start Denver Model autism community participatory research early intervention pilot randomized controlled trial social inclusion Index. décimale : PER Périodiques Résumé : A major topic of debate is whether children with autism spectrum disorder should be educated in inclusive or specialized settings. We examined the feasibility and preliminary effectiveness of delivering the Group-Early Start Denver Model to children with autism spectrum disorder in inclusive versus specialized classrooms. We randomly assigned 44 preschoolers with autism spectrum disorder to receive the Group-Early Start Denver Model across one school calendar year in classrooms that included only children with autism spectrum disorder or mostly children who were typically developing. Blind-rated indicators of teaching quality showed similar results across settings, which were above the local benchmark. Children showed improvements across blinded proximal measures of spontaneous vocalization, social interaction, and imitation and across distal measures of verbal cognition, adaptive behavior, and autism symptoms irrespective of intervention setting. Mothers of participants experienced a reduction in stress irrespective of child intervention setting. Across both settings, age at intervention start was negatively associated with gains in verbal cognition. Delivery of Group-Early Start Denver Model in an inclusive setting appeared to be feasible, with no significant differences in teaching quality and child improvements when the program was implemented in inclusive versus specialized classrooms. En ligne : http://dx.doi.org/10.1177/1362361318801341 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401
in Autism > 23-5 (July 2019) . - p.1165-1175[article] Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial [Texte imprimé et/ou numérique] / G. VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur ; E. DUNCAN, Auteur ; J. FEARY, Auteur ; Kristy CAPES, Auteur ; S. UPSON, Auteur ; Catherine A BENT, Auteur ; Sally J ROGERS, Auteur ; K. HUDRY, Auteur . - p.1165-1175.
Langues : Anglais (eng)
in Autism > 23-5 (July 2019) . - p.1165-1175
Mots-clés : Early Start Denver Model autism community participatory research early intervention pilot randomized controlled trial social inclusion Index. décimale : PER Périodiques Résumé : A major topic of debate is whether children with autism spectrum disorder should be educated in inclusive or specialized settings. We examined the feasibility and preliminary effectiveness of delivering the Group-Early Start Denver Model to children with autism spectrum disorder in inclusive versus specialized classrooms. We randomly assigned 44 preschoolers with autism spectrum disorder to receive the Group-Early Start Denver Model across one school calendar year in classrooms that included only children with autism spectrum disorder or mostly children who were typically developing. Blind-rated indicators of teaching quality showed similar results across settings, which were above the local benchmark. Children showed improvements across blinded proximal measures of spontaneous vocalization, social interaction, and imitation and across distal measures of verbal cognition, adaptive behavior, and autism symptoms irrespective of intervention setting. Mothers of participants experienced a reduction in stress irrespective of child intervention setting. Across both settings, age at intervention start was negatively associated with gains in verbal cognition. Delivery of Group-Early Start Denver Model in an inclusive setting appeared to be feasible, with no significant differences in teaching quality and child improvements when the program was implemented in inclusive versus specialized classrooms. En ligne : http://dx.doi.org/10.1177/1362361318801341 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401
in Implementing the Group-Based Early Start Denver Model for Preschoolers with Autism / Giacomo VIVANTI
Titre : Setting up the G-ESDM Team and Learning Environment Type de document : Texte imprimé et/ou numérique Auteurs : Giacomo VIVANTI, Auteur ; Kristy CAPES, Auteur ; Ed DUNCAN, Auteur ; Geraldine DAWSON, Auteur ; Sally J ROGERS, Auteur Année de publication : 2017 Importance : p.43-57 Langues : Anglais (eng) Index. décimale : APP-B APP-B - Modèle de Denver En ligne : http://dx.doi.org/10.1007/978-3-319-49691-7_4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=301 Setting up the G-ESDM Team and Learning Environment [Texte imprimé et/ou numérique] / Giacomo VIVANTI, Auteur ; Kristy CAPES, Auteur ; Ed DUNCAN, Auteur ; Geraldine DAWSON, Auteur ; Sally J ROGERS, Auteur . - 2017 . - p.43-57.
in Implementing the Group-Based Early Start Denver Model for Preschoolers with Autism / Giacomo VIVANTI
Langues : Anglais (eng)
Index. décimale : APP-B APP-B - Modèle de Denver En ligne : http://dx.doi.org/10.1007/978-3-319-49691-7_4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=301 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire