Prediction of school-age outcomes for autistic children following receipt of group-early start denver model / Megan L.E. CLARK in Research in Autism Spectrum Disorders, 104 (June 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 104 (June 2023) . - 102164 Titre : Prediction of school-age outcomes for autistic children following receipt of group-early start denver model Type de document : texte imprimé Auteurs : Megan L.E. CLARK, Auteur ; Zoe VINEN, Auteur ; Giacomo VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : 102164 Langues : Anglais (eng) Mots-clés : Early Intervention  ESDM  Trajectories  Adaptive Behaviour  Cognition  School-age Index. décimale : PER Périodiques Résumé : Background Early predictors of developmental outcomes of school-age autistic children aged 6-9 years were examined in the current study. Method: Thirty-one autistic children that had received 12-months of Group-based Early Start Denver Model (G-ESDM) in a community childcare during their pre-school years were followed longitudinally. Cognition and autism behaviours were re-assessed at school-age. Results: Children s non-verbal and verbal cognition at baseline predicted within the same developmental domains at school age, with early verbal and non-verbal cognition also predicting adaptive behaviour at school age. Conclusions: This is the first study to document the relationship between early baseline characteristics at intake into EI and later school age outcomes following G-ESDM cessation. Importantly, the current findings reveal that developmental gains following receipt of a naturalistic developmental behavioural intervention within a community setting extend beyond the EI years and into the school years. En ligne : http://dx.doi.org/https://doi.org/10.1016/j.rasd.2023.102164 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 [article] Prediction of school-age outcomes for autistic children following receipt of group-early start denver model [texte imprimé] / Megan L.E. CLARK, Auteur ; Zoe VINEN, Auteur ; Giacomo VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur . - 102164. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 104 (June 2023) . - 102164 Mots-clés : Early Intervention  ESDM  Trajectories  Adaptive Behaviour  Cognition  School-age Index. décimale : PER Périodiques Résumé : Background Early predictors of developmental outcomes of school-age autistic children aged 6-9 years were examined in the current study. Method: Thirty-one autistic children that had received 12-months of Group-based Early Start Denver Model (G-ESDM) in a community childcare during their pre-school years were followed longitudinally. Cognition and autism behaviours were re-assessed at school-age. Results: Children s non-verbal and verbal cognition at baseline predicted within the same developmental domains at school age, with early verbal and non-verbal cognition also predicting adaptive behaviour at school age. Conclusions: This is the first study to document the relationship between early baseline characteristics at intake into EI and later school age outcomes following G-ESDM cessation. Importantly, the current findings reveal that developmental gains following receipt of a naturalistic developmental behavioural intervention within a community setting extend beyond the EI years and into the school years. En ligne : http://dx.doi.org/https://doi.org/10.1016/j.rasd.2023.102164 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504

School Age Outcomes of Children Diagnosed Early and Later with Autism Spectrum Disorder / Megan L.E. CLARK in Journal of Autism and Developmental Disorders, 48-1 (January 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.92-102 Titre : School Age Outcomes of Children Diagnosed Early and Later with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Megan L.E. CLARK, Auteur ; Zoe VINEN, Auteur ; Josephine BARBARO, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.92-102 Langues : Anglais (eng) Mots-clés : Behaviour  Cognition  Early and later diagnosis  Outcomes  School age Index. décimale : PER Périodiques Résumé : Early diagnosis of Autism Spectrum Disorder is considered best practice, increasing access to early intervention. Yet, many children are diagnosed after 3-years. The current study investigated the school age outcomes of children who received an early and later diagnosis of ASD. The cognitive and behavioural outcomes of children diagnosed early (n = 48), were compared to children diagnosed after 3-years (n = 37). Children diagnosed early accessed more intervention, demonstrated better verbal and overall cognition at school age, were more likely to attend mainstream school and required less ongoing support than children diagnosed later. Behavioural differences were not found between groups. Earlier diagnosis is important and is likely to promote more positive outcomes at school age due to increased opportunity for EI. En ligne : https://doi.org/10.1007/s10803-017-3279-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 [article] School Age Outcomes of Children Diagnosed Early and Later with Autism Spectrum Disorder [texte imprimé] / Megan L.E. CLARK, Auteur ; Zoe VINEN, Auteur ; Josephine BARBARO, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.92-102. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.92-102 Mots-clés : Behaviour  Cognition  Early and later diagnosis  Outcomes  School age Index. décimale : PER Périodiques Résumé : Early diagnosis of Autism Spectrum Disorder is considered best practice, increasing access to early intervention. Yet, many children are diagnosed after 3-years. The current study investigated the school age outcomes of children who received an early and later diagnosis of ASD. The cognitive and behavioural outcomes of children diagnosed early (n = 48), were compared to children diagnosed after 3-years (n = 37). Children diagnosed early accessed more intervention, demonstrated better verbal and overall cognition at school age, were more likely to attend mainstream school and required less ongoing support than children diagnosed later. Behavioural differences were not found between groups. Earlier diagnosis is important and is likely to promote more positive outcomes at school age due to increased opportunity for EI. En ligne : https://doi.org/10.1007/s10803-017-3279-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336

School Age Outcomes of Children with Autism Spectrum Disorder Who Received Community-Based Early Interventions / Zoe VINEN in Journal of Autism and Developmental Disorders, 48-5 (May 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1673-1683 Titre : School Age Outcomes of Children with Autism Spectrum Disorder Who Received Community-Based Early Interventions Type de document : texte imprimé Auteurs : Zoe VINEN, Auteur ; Megan CLARK, Auteur ; Jessica PAYNTER, Auteur ; Cheryl DISSANAYAKE, Auteur Année de publication : 2018 Article en page(s) : p.1673-1683 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Community  Early Start Denver Model  Early intervention  Long-term  School age Index. décimale : PER Périodiques Résumé : This study followed children with Autism Spectrum Disorder (ASD) from early intervention into their early schooling years, when they were aged between 6 and 9 years, on autism symptom severity and cognitive functioning. The children, matched at pre-intervention, were compared on type of community provided service: 31 were in receipt of community-based group Early Start Denver Model and 28 had received other community provisions for ASD. Irrespective of groups, cognitive functioning was found to have significantly improved by school age compared to pre-intervention. Autism symptom severity increased during the same developmental period, seemingly driven by an increase in restricted and repetitive behaviours over time. In contrast, both groups displayed improved social affect by school age. En ligne : http://dx.doi.org/10.1007/s10803-017-3414-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355 [article] School Age Outcomes of Children with Autism Spectrum Disorder Who Received Community-Based Early Interventions [texte imprimé] / Zoe VINEN, Auteur ; Megan CLARK, Auteur ; Jessica PAYNTER, Auteur ; Cheryl DISSANAYAKE, Auteur . - 2018 . - p.1673-1683. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1673-1683 Mots-clés : Autism spectrum disorder  Community  Early Start Denver Model  Early intervention  Long-term  School age Index. décimale : PER Périodiques Résumé : This study followed children with Autism Spectrum Disorder (ASD) from early intervention into their early schooling years, when they were aged between 6 and 9 years, on autism symptom severity and cognitive functioning. The children, matched at pre-intervention, were compared on type of community provided service: 31 were in receipt of community-based group Early Start Denver Model and 28 had received other community provisions for ASD. Irrespective of groups, cognitive functioning was found to have significantly improved by school age compared to pre-intervention. Autism symptom severity increased during the same developmental period, seemingly driven by an increase in restricted and repetitive behaviours over time. In contrast, both groups displayed improved social affect by school age. En ligne : http://dx.doi.org/10.1007/s10803-017-3414-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355

Social and Behavioural Outcomes of School Aged Autistic Children Who Received Community-Based Early Interventions / Zoe VINEN in Journal of Autism and Developmental Disorders, 53-5 (May 2023)  

Public ISBD [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 Auteurs : Zoe VINEN, Auteur ; Megan L.E. 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] / Zoe VINEN, Auteur ; Megan L.E. 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

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