Early childhood interventions in educational settings that promote school readiness for children with autism and other developmental disabilities: Systematic review / Zuyi FANG in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102257 Titre : Early childhood interventions in educational settings that promote school readiness for children with autism and other developmental disabilities: Systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Zuyi FANG, Auteur ; Xinran LIU, Auteur ; Cheng ZHANG, Auteur ; Dongping QIAO, Auteur Article en page(s) : p.102257 Mots-clés : Autism  Developmental disability  School readiness  Education  Early Childhood Development  Meta-analysis Index. décimale : PER Périodiques Résumé : Background Promoting school readiness is a vital strategy to close the learning gaps and reach children?s full potential. This systematic review aims to examine the effectiveness of early childhood interventions delivered in educational settings for children with autism and other developmental disabilities aged 3-6 years in improving six developmental outcome domains. Methods Sensitive searches were conducted in seven international databases and three Chinese regional databases, as well as seven grey literature repositories, for all available studies published in English or Chinese language. All records were double screened. Two bilingual reviewers were involved in extraction and quality appraisal. Effect sizes were synthesised using robust variance estimation. Results Twenty-eight studies were included in the statistical analyses. Findings provided tentative evidence of social and communication trainings in improving social and communication skills (d = 1.22, 95% CI [0.68, 1.76]) and language interventions in increasing language abilities (d = 0.55, 95% CI [0.33, 0.76]). Treatment effects varied by diagnosis and context. There was substantial heterogeneity across studies. Conclusion We call for intersectional partnerships to promote the inclusion of children with autism and other developmental disabilities in early childhood service and education, as well as more robust research, especially in low- and middle-income countries and involving more types of developmental disabilities. En ligne : https://doi.org/10.1016/j.rasd.2023.102257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Early childhood interventions in educational settings that promote school readiness for children with autism and other developmental disabilities: Systematic review [Texte imprimé et/ou numérique] / Zuyi FANG, Auteur ; Xinran LIU, Auteur ; Cheng ZHANG, Auteur ; Dongping QIAO, Auteur . - p.102257. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102257 Mots-clés : Autism  Developmental disability  School readiness  Education  Early Childhood Development  Meta-analysis Index. décimale : PER Périodiques Résumé : Background Promoting school readiness is a vital strategy to close the learning gaps and reach children?s full potential. This systematic review aims to examine the effectiveness of early childhood interventions delivered in educational settings for children with autism and other developmental disabilities aged 3-6 years in improving six developmental outcome domains. Methods Sensitive searches were conducted in seven international databases and three Chinese regional databases, as well as seven grey literature repositories, for all available studies published in English or Chinese language. All records were double screened. Two bilingual reviewers were involved in extraction and quality appraisal. Effect sizes were synthesised using robust variance estimation. Results Twenty-eight studies were included in the statistical analyses. Findings provided tentative evidence of social and communication trainings in improving social and communication skills (d = 1.22, 95% CI [0.68, 1.76]) and language interventions in increasing language abilities (d = 0.55, 95% CI [0.33, 0.76]). Treatment effects varied by diagnosis and context. There was substantial heterogeneity across studies. Conclusion We call for intersectional partnerships to promote the inclusion of children with autism and other developmental disabilities in early childhood service and education, as well as more robust research, especially in low- and middle-income countries and involving more types of developmental disabilities. En ligne : https://doi.org/10.1016/j.rasd.2023.102257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

A virtuous circle: Stakeholder perspectives of a short-term intensive parent training programme delivered within the context of routine services for autism in China / Zuyi FANG in Autism, 26-8 (November 2022)  

Public ISBD [article]  inAutism > 26-8 (November 2022) . - p.1973-1986 Titre : A virtuous circle: Stakeholder perspectives of a short-term intensive parent training programme delivered within the context of routine services for autism in China Type de document : Texte imprimé et/ou numérique Auteurs : Zuyi FANG, Auteur ; Jamie M. LACHMAN, Auteur ; Cheng ZHANG, Auteur ; Dongping QIAO, Auteur ; Jane BARLOW, Auteur Article en page(s) : p.1973-1986 Langues : Anglais (eng) Mots-clés : Child  Humans  Autistic Disorder/therapy  Autism Spectrum Disorder/therapy  Family  Caregivers  Parents  autism spectrum disorders  family functioning and support  interventions - psychosocial/behavioural  pre-school children  qualitative research  research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : While much knowledge about autism derives from high-income countries, most people diagnosed with autism reside in low- and middle-income countries, where little is documented in terms of local interventions. This is also true for parent training programmes for families of autistic children. An evaluation was conducted to understand the effects of a short-term intensive parent training programme delivered in routine services for families of autistic children in China. This study reported results from the in-depth interviews with 14 participating caregivers and group discussions with eight group leaders. The interviews and discussions were aimed at learning (1) to what extent the programme components were deemed acceptable, (2) what affected caregivers' attendance and engagement in the programme and (3) what affected group leaders' delivery of the programme. Findings suggested that future parent training programmes provide adequate opportunities for caregivers to practice and receive feedback; group support; coaching experience tailored to individual challenges; more autism-related knowledge, resources and activities for children and extended family members; and organisational support to group leaders. This study highlights the value of qualitative research and points to the need for more empirical studies to address the recommendations, so that research findings can be better utilised to promote practices. En ligne : http://dx.doi.org/10.1177/13623613211070869 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 [article] A virtuous circle: Stakeholder perspectives of a short-term intensive parent training programme delivered within the context of routine services for autism in China [Texte imprimé et/ou numérique] / Zuyi FANG, Auteur ; Jamie M. LACHMAN, Auteur ; Cheng ZHANG, Auteur ; Dongping QIAO, Auteur ; Jane BARLOW, Auteur . - p.1973-1986. Langues : Anglais (eng) in Autism > 26-8 (November 2022) . - p.1973-1986 Mots-clés : Child  Humans  Autistic Disorder/therapy  Autism Spectrum Disorder/therapy  Family  Caregivers  Parents  autism spectrum disorders  family functioning and support  interventions - psychosocial/behavioural  pre-school children  qualitative research  research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : While much knowledge about autism derives from high-income countries, most people diagnosed with autism reside in low- and middle-income countries, where little is documented in terms of local interventions. This is also true for parent training programmes for families of autistic children. An evaluation was conducted to understand the effects of a short-term intensive parent training programme delivered in routine services for families of autistic children in China. This study reported results from the in-depth interviews with 14 participating caregivers and group discussions with eight group leaders. The interviews and discussions were aimed at learning (1) to what extent the programme components were deemed acceptable, (2) what affected caregivers' attendance and engagement in the programme and (3) what affected group leaders' delivery of the programme. Findings suggested that future parent training programmes provide adequate opportunities for caregivers to practice and receive feedback; group support; coaching experience tailored to individual challenges; more autism-related knowledge, resources and activities for children and extended family members; and organisational support to group leaders. This study highlights the value of qualitative research and points to the need for more empirical studies to address the recommendations, so that research findings can be better utilised to promote practices. En ligne : http://dx.doi.org/10.1177/13623613211070869 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488

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