[article] 
inJournal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.1809-1820

Titre :	Social and Behavioural Outcomes of School Aged Autistic Children Who Received Community-Based Early Interventions
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Zoe VINEN, Auteur ; Megan CLARK, Auteur ; Cheryl DISSANAYAKE, Auteur
Article en page(s) :	p.1809-1820
Langues :	Anglais (eng)
Index. décimale :	PER Périodiques
Résumé :	The school-age outcomes of autistic children who received early interventions (EI) remains limited. Adaptive functioning, social, peer play skills, problem behaviours, and attitudes towards school of 31 autistic children who received community-based group early start Denver model (G-ESDM) were compared to 28 age matched autistic children who received other community interventions. Similar adaptive behaviours, social skills, problem behaviours and attitudes towards school were found. Play disruption was the only dimension of play to differ; children that received community interventions demonstrated higher levels of play disruption compared to the G-ESDM group. Children had pervasive challenges in adaptive behaviour, social and play behaviour at school, irrespective of EI type. Thus, ongoing provisions are needed to support development into the school years.
En ligne :	https://doi.org/10.1007/s10803-022-05477-3
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

[article] Social and Behavioural Outcomes of School Aged Autistic Children Who Received Community-Based Early Interventions [Texte imprimé et/ou numérique] / Zoe VINEN, Auteur ; Megan CLARK, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.1809-1820.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.1809-1820

Index. décimale :	PER Périodiques
Résumé :	The school-age outcomes of autistic children who received early interventions (EI) remains limited. Adaptive functioning, social, peer play skills, problem behaviours, and attitudes towards school of 31 autistic children who received community-based group early start Denver model (G-ESDM) were compared to 28 age matched autistic children who received other community interventions. Similar adaptive behaviours, social skills, problem behaviours and attitudes towards school were found. Play disruption was the only dimension of play to differ; children that received community interventions demonstrated higher levels of play disruption compared to the G-ESDM group. Children had pervasive challenges in adaptive behaviour, social and play behaviour at school, irrespective of EI type. Thus, ongoing provisions are needed to support development into the school years.
En ligne :	https://doi.org/10.1007/s10803-022-05477-3
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500