Prediction of school-age outcomes for autistic children following receipt of group-early start denver model / Megan 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 et/ou numérique Auteurs : Megan 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 et/ou numérique] / Megan 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

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 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

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