Preschool Deployment of Evidence-Based Social Communication Intervention: JASPER in the Classroom / Ya-Chih CHANG in Journal of Autism and Developmental Disorders, 46-6 (June 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2211-2223 Titre : Preschool Deployment of Evidence-Based Social Communication Intervention: JASPER in the Classroom Type de document : Texte imprimé et/ou numérique Auteurs : Ya-Chih CHANG, Auteur ; Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Carolyn GELFAND, Auteur ; Connie KASARI, Auteur Article en page(s) : p.2211-2223 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  JASPER  Preschool  Teachers  Joint attention  Implementation Index. décimale : PER Périodiques Résumé : Few research-developed early intervention models have been deployed to and tested in real world preschool programs. In this study, teaching staff implemented a social communication modularized intervention, JASPER, in their daily program. Sixty-six preschool children with autism in twelve classrooms (12 teachers) were randomized to receive immediate JASPER training (IT) or were waitlisted (WL) for 3 months with a 1-month follow up. Measures of core deficits (initiations of joint engagement, joint attention gestures and language, play skills) and standardized cognitive measures were improved for IT over WL children. IT teachers achieved and maintained high fidelity. Teachers can implement evidence-based interventions with significant improvements in core deficits of their children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2752-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 [article] Preschool Deployment of Evidence-Based Social Communication Intervention: JASPER in the Classroom [Texte imprimé et/ou numérique] / Ya-Chih CHANG, Auteur ; Stephanie Y. SHIRE, Auteur ; Wendy SHIH, Auteur ; Carolyn GELFAND, Auteur ; Connie KASARI, Auteur . - p.2211-2223. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2211-2223 Mots-clés : Autism spectrum disorder  JASPER  Preschool  Teachers  Joint attention  Implementation Index. décimale : PER Périodiques Résumé : Few research-developed early intervention models have been deployed to and tested in real world preschool programs. In this study, teaching staff implemented a social communication modularized intervention, JASPER, in their daily program. Sixty-six preschool children with autism in twelve classrooms (12 teachers) were randomized to receive immediate JASPER training (IT) or were waitlisted (WL) for 3 months with a 1-month follow up. Measures of core deficits (initiations of joint engagement, joint attention gestures and language, play skills) and standardized cognitive measures were improved for IT over WL children. IT teachers achieved and maintained high fidelity. Teachers can implement evidence-based interventions with significant improvements in core deficits of their children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2752-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289

---

1 (1 - 1 / 1)