[article] 
inAutism > 22-3 (April 2018) . - p.299-310

Titre :	Short Play and Communication Evaluation: Teachers' assessment of core social communication and play skills with young children with autism
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Stephanie Y. SHIRE, Auteur ; W. SHIH, Auteur ; Y. C. CHANG, Auteur ; Connie KASARI, Auteur
Article en page(s) :	p.299-310
Langues :	Anglais (eng)
Mots-clés :	assessment  autism  joint attention  paraprofessionals  play  schools  social communication
Index. décimale :	PER Périodiques
Résumé :	Children with autism spectrum disorder experience delays in the development of nonverbal social communication gestures to request and to share (joint attention) as well as play skills such that intervention is required. Although such tools exist in research settings, community stakeholders also require access to brief, simple, and reliable tools to assess students' skills and set appropriate intervention targets. This study includes a sequence of two trials to examine implementation outcomes including adoption, fidelity, and feasibility of The Short Play and Communication Evaluation by educational professionals who work with preschoolers and toddlers with autism spectrum disorder in low-resource community classrooms. Findings demonstrate that classroom staff can deliver the Short Play and Communication Evaluation with high fidelity, collect live data, and set appropriate social communication and play skill targets for use in intervention. Furthermore, study 2 demonstrates that modifications to the study protocol resolved differences in children's skill profile obtained from the established research measures.
En ligne :	http://dx.doi.org/10.1177/1362361316674092
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358

[article] Short Play and Communication Evaluation: Teachers' assessment of core social communication and play skills with young children with autism [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; W. SHIH, Auteur ; Y. C. CHANG, Auteur ; Connie KASARI, Auteur . - p.299-310.
Langues : Anglais (eng)
in Autism > 22-3 (April 2018) . - p.299-310

Mots-clés :	assessment  autism  joint attention  paraprofessionals  play  schools  social communication
Index. décimale :	PER Périodiques
Résumé :	Children with autism spectrum disorder experience delays in the development of nonverbal social communication gestures to request and to share (joint attention) as well as play skills such that intervention is required. Although such tools exist in research settings, community stakeholders also require access to brief, simple, and reliable tools to assess students' skills and set appropriate intervention targets. This study includes a sequence of two trials to examine implementation outcomes including adoption, fidelity, and feasibility of The Short Play and Communication Evaluation by educational professionals who work with preschoolers and toddlers with autism spectrum disorder in low-resource community classrooms. Findings demonstrate that classroom staff can deliver the Short Play and Communication Evaluation with high fidelity, collect live data, and set appropriate social communication and play skill targets for use in intervention. Furthermore, study 2 demonstrates that modifications to the study protocol resolved differences in children's skill profile obtained from the established research measures.
En ligne :	http://dx.doi.org/10.1177/1362361316674092
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358