[article] 
inJournal of Child Psychology and Psychiatry > 58-5 (May 2017) . - p.612-622

Titre :	Hybrid implementation model of community-partnered early intervention for toddlers with autism: a randomized trial
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Stephanie Y. SHIRE, Auteur ; Ya-Chih CHANG, Auteur ; Wendy SHIH, Auteur ; Suzanne BRACAGLIA, Auteur ; Maria KODJOE, Auteur ; Connie KASARI, Auteur
Article en page(s) :	p.612-622
Langues :	Anglais (eng)
Mots-clés :	Autism  JASPER  early intervention  paraprofessionals  joint attention  joint engagement  play  implementation
Index. décimale :	PER Périodiques
Résumé :	Background Interventions found to be effective in research settings are often not as effective when implemented in community settings. Considering children with autism, studies have rarely examined the efficacy of laboratory-tested interventions on child outcomes in community settings using randomized controlled designs. Methods One hundred and thirteen children with autism enrolled in public early intervention classrooms in low resource neighborhoods were randomized to Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) intervention or treatment as usual waitlist for 10 weeks with 1-month follow-up. Results Teaching assistants delivered JASPER at adequate fidelity. Children randomized to JASPER demonstrated significant gains over treatment as usual in core developmental outcomes of joint engagement, joint attention, and play skills that were maintained at follow-up. Conclusions Supervised teaching assistants delivered JASPER intervention with a range of toddlers with autism leading to significant gains in developmental outcomes.
En ligne :	http://dx.doi.org/10.1111/jcpp.12672
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=306

[article] Hybrid implementation model of community-partnered early intervention for toddlers with autism: a randomized trial [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; Ya-Chih CHANG, Auteur ; Wendy SHIH, Auteur ; Suzanne BRACAGLIA, Auteur ; Maria KODJOE, Auteur ; Connie KASARI, Auteur . - p.612-622.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-5 (May 2017) . - p.612-622

Mots-clés :	Autism  JASPER  early intervention  paraprofessionals  joint attention  joint engagement  play  implementation
Index. décimale :	PER Périodiques
Résumé :	Background Interventions found to be effective in research settings are often not as effective when implemented in community settings. Considering children with autism, studies have rarely examined the efficacy of laboratory-tested interventions on child outcomes in community settings using randomized controlled designs. Methods One hundred and thirteen children with autism enrolled in public early intervention classrooms in low resource neighborhoods were randomized to Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) intervention or treatment as usual waitlist for 10 weeks with 1-month follow-up. Results Teaching assistants delivered JASPER at adequate fidelity. Children randomized to JASPER demonstrated significant gains over treatment as usual in core developmental outcomes of joint engagement, joint attention, and play skills that were maintained at follow-up. Conclusions Supervised teaching assistants delivered JASPER intervention with a range of toddlers with autism leading to significant gains in developmental outcomes.
En ligne :	http://dx.doi.org/10.1111/jcpp.12672
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=306