33 recherche sur le mot-clé 'Early Intervention, Educational'

Early Intervention Delivery Methods for New Zealand Children with Autism: Current Practices Versus Parental Preferences / C. WALLACE-WATKIN in Journal of Autism and Developmental Disorders, 51-9 (September 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3199-3211 Titre : Early Intervention Delivery Methods for New Zealand Children with Autism: Current Practices Versus Parental Preferences Type de document : Texte imprimé et/ou numérique Auteurs : C. WALLACE-WATKIN, Auteur ; Andrew J. O. WHITEHOUSE, Auteur ; H. WADDINGTON, Auteur Article en page(s) : p.3199-3211 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder  Child  Early Intervention, Educational  Humans  New Zealand  Parents  Autism spectrum disorder (ASD)  Delivery methods  Early intervention  Parent perspectives Index. décimale : PER Périodiques Résumé : Little is known about parent preferences regarding delivery methods of early interventions. This research examined, through parent report, the current and preferred delivery methods of seven common educational early interventions accessed by New Zealand children with autism spectrum disorder. Responses from 63 eligible participants were collected via an online questionnaire. Results suggested that four of the seven early intervention services were predominantly delivered through some form of professional advice to parents. Participants who were receiving at least one privately funded service were more likely to have at least one service delivered directly to their child. Parents' most preferred delivery method for all early intervention services, except parent education programs, involved a professional working directly with their child. En ligne : http://dx.doi.org/10.1007/s10803-020-04777-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] Early Intervention Delivery Methods for New Zealand Children with Autism: Current Practices Versus Parental Preferences [Texte imprimé et/ou numérique] / C. WALLACE-WATKIN, Auteur ; Andrew J. O. WHITEHOUSE, Auteur ; H. WADDINGTON, Auteur . - p.3199-3211. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3199-3211 Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder  Child  Early Intervention, Educational  Humans  New Zealand  Parents  Autism spectrum disorder (ASD)  Delivery methods  Early intervention  Parent perspectives Index. décimale : PER Périodiques Résumé : Little is known about parent preferences regarding delivery methods of early interventions. This research examined, through parent report, the current and preferred delivery methods of seven common educational early interventions accessed by New Zealand children with autism spectrum disorder. Responses from 63 eligible participants were collected via an online questionnaire. Results suggested that four of the seven early intervention services were predominantly delivered through some form of professional advice to parents. Participants who were receiving at least one privately funded service were more likely to have at least one service delivered directly to their child. Parents' most preferred delivery method for all early intervention services, except parent education programs, involved a professional working directly with their child. En ligne : http://dx.doi.org/10.1007/s10803-020-04777-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial / G. WEST in Journal of Child Psychology and Psychiatry, 62-12 (December 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-12 (December 2021) . - p.1425-1434 Titre : Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : G. WEST, Auteur ; M. J. SNOWLING, Auteur ; A. LERVAG, Auteur ; E. BUCHANAN-WORSTER, Auteur ; M. DUTA, Auteur ; A. HALL, Auteur ; H. MCLACHLAN, Auteur ; C. HULME, Auteur Article en page(s) : p.1425-1434 Langues : Anglais (eng) Mots-clés : Child  Early Intervention, Educational  Humans  Language  Language Development Disorders  Language Tests  Schools  Rct  education Index. décimale : PER Périodiques Résumé : BACKGROUND: It is well established that oral language skills provide a critical foundation for formal education. This study evaluated the effectiveness of the Nuffield Early Language Intervention (NELI) programme in ameliorating language difficulties in the first year of school when delivered at scale. METHODS: We conducted a cluster randomized controlled trial (RCT) in 193 primary schools (containing 238 Reception classrooms). Schools were randomly allocated to either a 20-week oral language intervention or a business-as-usual control group. All classes (N?=?5,879 children) in participating schools were screened by school staff using an automated App to assess children's oral language skills. Screening identified 1,173 children as eligible for language intervention: schools containing 571 of these children were allocated to the control group and 569 to the intervention group. RESULTS: Children receiving the NELI programme made significantly larger gains than the business-as-usual control group on a latent variable reflecting standardized measures of language ability (d?=?.26) and on the school-administered automated assessment of receptive and expressive language skills (d?=?.32). The effects of intervention did not vary as a function of home language background or gender. CONCLUSIONS: This study provides strong evidence for the effectiveness of a school-based language intervention programme (NELI) delivered at scale. These findings demonstrate that language difficulties can be identified by school-based testing and ameliorated by a TA delivered intervention; this has important implications for educational and social policy. En ligne : http://dx.doi.org/10.1111/jcpp.13415 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 [article] Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial [Texte imprimé et/ou numérique] / G. WEST, Auteur ; M. J. SNOWLING, Auteur ; A. LERVAG, Auteur ; E. BUCHANAN-WORSTER, Auteur ; M. DUTA, Auteur ; A. HALL, Auteur ; H. MCLACHLAN, Auteur ; C. HULME, Auteur . - p.1425-1434. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-12 (December 2021) . - p.1425-1434 Mots-clés : Child  Early Intervention, Educational  Humans  Language  Language Development Disorders  Language Tests  Schools  Rct  education Index. décimale : PER Périodiques Résumé : BACKGROUND: It is well established that oral language skills provide a critical foundation for formal education. This study evaluated the effectiveness of the Nuffield Early Language Intervention (NELI) programme in ameliorating language difficulties in the first year of school when delivered at scale. METHODS: We conducted a cluster randomized controlled trial (RCT) in 193 primary schools (containing 238 Reception classrooms). Schools were randomly allocated to either a 20-week oral language intervention or a business-as-usual control group. All classes (N?=?5,879 children) in participating schools were screened by school staff using an automated App to assess children's oral language skills. Screening identified 1,173 children as eligible for language intervention: schools containing 571 of these children were allocated to the control group and 569 to the intervention group. RESULTS: Children receiving the NELI programme made significantly larger gains than the business-as-usual control group on a latent variable reflecting standardized measures of language ability (d?=?.26) and on the school-administered automated assessment of receptive and expressive language skills (d?=?.32). The effects of intervention did not vary as a function of home language background or gender. CONCLUSIONS: This study provides strong evidence for the effectiveness of a school-based language intervention programme (NELI) delivered at scale. These findings demonstrate that language difficulties can be identified by school-based testing and ameliorated by a TA delivered intervention; this has important implications for educational and social policy. En ligne : http://dx.doi.org/10.1111/jcpp.13415 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456

The implementation of reciprocal imitation training in a Part C early intervention setting: A stepped-wedge pragmatic trial / L. V. IBANEZ in Autism Research, 14-8 (August 2021)  

Public ISBD [article]  inAutism Research > 14-8 (August 2021) . - p.1777-1788 Titre : The implementation of reciprocal imitation training in a Part C early intervention setting: A stepped-wedge pragmatic trial Type de document : Texte imprimé et/ou numérique Auteurs : L. V. IBANEZ, Auteur ; S. SCOTT, Auteur ; W. L. STONE, Auteur Article en page(s) : p.1777-1788 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Behavior Therapy  Early Intervention, Educational  Humans  Imitative Behavior  Social Behavior  Part C early intervention  community-based setting  implementation science  motor imitation  reciprocal imitation training  social communication Index. décimale : PER Périodiques Résumé : Despite the development of several evidence-based Naturalistic Developmental Behavioral Interventions (NDBIs), very few have been adapted for use in community-based settings. This study examines the implementation of Reciprocal Imitation Training (RIT)-an NDBI-by community Early Intervention (EI; IDEA Part C) providers serving toddlers from birth to 3?years. Of the 87 EI providers enrolled from 9 agencies in 4 counties across Washington State, 66 were included in the current sample. A stepped-wedge design was used to randomly assign counties to the timing of RIT training workshops. Self-report measures of practice and self-efficacy regarding ASD care were collected at baseline (T1, T2) and 6-months and 12-months post-training (T3, T4). At T3 and T4, providers reported on RIT adoption and rated items about RIT feasibility and perceived RIT effectiveness; at T4, they also reported on child characteristics that led to RIT use and modifications. From pre-training to post-training, there were significant increases in providers' self-efficacy in providing services to children with ASD or suspected ASD. At T3 and T4, provider ratings indicated high levels of RIT adoption, feasibility, and perceived RIT effectiveness. At T4, providers indicated that they most commonly: (a) initiated RIT when there were social-communication or motor imitation delays, or an ASD diagnosis; and (b) made modifications to RIT by repeating elements, blending it with other therapies, and loosening its structure. While additional research is needed, RIT may help families get an early start on accessing specialized treatment within an established infrastructure available across the United States. LAY SUMMARY: Reciprocal imitation training (RIT) is an evidence-based treatment for ASD that might be a good fit for use by intervention providers in widely accessible community-based settings. After attending an educational workshop on RIT, providers reported feeling more comfortable providing services to families with ASD concerns, used RIT with over 400 families, and believed that RIT improved important social communication behaviors. En ligne : http://dx.doi.org/10.1002/aur.2522 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] The implementation of reciprocal imitation training in a Part C early intervention setting: A stepped-wedge pragmatic trial [Texte imprimé et/ou numérique] / L. V. IBANEZ, Auteur ; S. SCOTT, Auteur ; W. L. STONE, Auteur . - p.1777-1788. Langues : Anglais (eng) in Autism Research > 14-8 (August 2021) . - p.1777-1788 Mots-clés : Autism Spectrum Disorder  Behavior Therapy  Early Intervention, Educational  Humans  Imitative Behavior  Social Behavior  Part C early intervention  community-based setting  implementation science  motor imitation  reciprocal imitation training  social communication Index. décimale : PER Périodiques Résumé : Despite the development of several evidence-based Naturalistic Developmental Behavioral Interventions (NDBIs), very few have been adapted for use in community-based settings. This study examines the implementation of Reciprocal Imitation Training (RIT)-an NDBI-by community Early Intervention (EI; IDEA Part C) providers serving toddlers from birth to 3?years. Of the 87 EI providers enrolled from 9 agencies in 4 counties across Washington State, 66 were included in the current sample. A stepped-wedge design was used to randomly assign counties to the timing of RIT training workshops. Self-report measures of practice and self-efficacy regarding ASD care were collected at baseline (T1, T2) and 6-months and 12-months post-training (T3, T4). At T3 and T4, providers reported on RIT adoption and rated items about RIT feasibility and perceived RIT effectiveness; at T4, they also reported on child characteristics that led to RIT use and modifications. From pre-training to post-training, there were significant increases in providers' self-efficacy in providing services to children with ASD or suspected ASD. At T3 and T4, provider ratings indicated high levels of RIT adoption, feasibility, and perceived RIT effectiveness. At T4, providers indicated that they most commonly: (a) initiated RIT when there were social-communication or motor imitation delays, or an ASD diagnosis; and (b) made modifications to RIT by repeating elements, blending it with other therapies, and loosening its structure. While additional research is needed, RIT may help families get an early start on accessing specialized treatment within an established infrastructure available across the United States. LAY SUMMARY: Reciprocal imitation training (RIT) is an evidence-based treatment for ASD that might be a good fit for use by intervention providers in widely accessible community-based settings. After attending an educational workshop on RIT, providers reported feeling more comfortable providing services to families with ASD concerns, used RIT with over 400 families, and believed that RIT improved important social communication behaviors. En ligne : http://dx.doi.org/10.1002/aur.2522 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

Analysis of a Statewide Early Intervention Program for Young Children with ASD / Aaron J. MYERS in Journal of Autism and Developmental Disorders, 52-11 (November 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4994-5006 Titre : Analysis of a Statewide Early Intervention Program for Young Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Aaron J. MYERS, Auteur ; Elizabeth CLEVELAND, Auteur ; Peggy J. SCHAEFER WHITBY, Auteur ; Allison Ames BOYKIN, Auteur ; Karan BURNETTE, Auteur ; Renee HOLMES, Auteur ; Nnamdi EZIKE, Auteur Article en page(s) : p.4994-5006 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Child  Child, Preschool  Early Intervention, Educational  Early Medical Intervention  Humans  Applied behavior analysis  Autism spectrum disorders  Early Intervention Index. décimale : PER Périodiques Résumé : We evaluated the effectiveness of a statewide Medicaid program providing in-home Early Intensive Behavioral Intervention services to young children with Autism Spectrum Disorder living in a rural southern state. Program effectiveness was assessed via the Assessment of Basic Language and Learning Skills-Revised (ABLLS-R). A multi-level growth model was used to show significant variation among children's initial ABLLS-R scores and their growth trajectories. Hispanic children tended to have lower initial scores but demonstrated similar growth compared to their non-Hispanic peers. Children who were older at initial start in the program appeared to have higher initial composite scores and higher growth trajectories. Children in more populous counties had higher initial scores but grew at similar rates to children in more rural counties. En ligne : http://dx.doi.org/10.1007/s10803-021-05376-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Analysis of a Statewide Early Intervention Program for Young Children with ASD [Texte imprimé et/ou numérique] / Aaron J. MYERS, Auteur ; Elizabeth CLEVELAND, Auteur ; Peggy J. SCHAEFER WHITBY, Auteur ; Allison Ames BOYKIN, Auteur ; Karan BURNETTE, Auteur ; Renee HOLMES, Auteur ; Nnamdi EZIKE, Auteur . - p.4994-5006. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4994-5006 Mots-clés : Autism Spectrum Disorder/therapy  Child  Child, Preschool  Early Intervention, Educational  Early Medical Intervention  Humans  Applied behavior analysis  Autism spectrum disorders  Early Intervention Index. décimale : PER Périodiques Résumé : We evaluated the effectiveness of a statewide Medicaid program providing in-home Early Intensive Behavioral Intervention services to young children with Autism Spectrum Disorder living in a rural southern state. Program effectiveness was assessed via the Assessment of Basic Language and Learning Skills-Revised (ABLLS-R). A multi-level growth model was used to show significant variation among children's initial ABLLS-R scores and their growth trajectories. Hispanic children tended to have lower initial scores but demonstrated similar growth compared to their non-Hispanic peers. Children who were older at initial start in the program appeared to have higher initial composite scores and higher growth trajectories. Children in more populous counties had higher initial scores but grew at similar rates to children in more rural counties. En ligne : http://dx.doi.org/10.1007/s10803-021-05376-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings / Giacomo VIVANTI in Autism Research, 15-11 (November 2022)  

Public ISBD [article]  inAutism Research > 15-11 (November 2022) . - p.2200-2209 Titre : Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings Type de document : Texte imprimé et/ou numérique Auteurs : Giacomo VIVANTI, Auteur ; Catherine BENT, Auteur ; Kristy CAPES, Auteur ; Shannon UPSON, Auteur ; Kristelle HUDRY, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.2200-2209 Langues : Anglais (eng) Mots-clés : Child  Child, Preschool  Humans  Autism Spectrum Disorder/therapy/psychology  Autistic Disorder  Child Development Disorders, Pervasive/psychology  Early Intervention, Educational  Social Behavior  autism spectrum disorder  early intervention  early start Denver model  inclusion  mainstream education  moderators  predictors Index. décimale : PER Périodiques Résumé : This study examined the factors associated with social-communicative outcomes for children on the autism spectrum receiving early intervention in inclusive versus specialised early childhood education programmes. Fifty-eight preschool-aged children randomly assigned to receive the Group-Early Start Denver Model (G-ESDM) in either inclusive or specialised (i.e., autism-specific) classrooms across one calendar year showed similar outcomes at group mean-level across measures of communication and social behaviour. We examined factors moderating outcomes across settings. Novel moderation analyses revealed that higher baseline social interest and nonverbal cognitive skills were associated with increased social communication gains for children in the inclusive classrooms, but not for those in specialised settings. Children who spend more time paying attention to people and have higher cognitive skills might benefit from receiving early intervention in inclusive settings, whilst these factors might be less relevant for children educated in specialised settings. En ligne : http://dx.doi.org/10.1002/aur.2815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 [article] Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings [Texte imprimé et/ou numérique] / Giacomo VIVANTI, Auteur ; Catherine BENT, Auteur ; Kristy CAPES, Auteur ; Shannon UPSON, Auteur ; Kristelle HUDRY, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.2200-2209. Langues : Anglais (eng) in Autism Research > 15-11 (November 2022) . - p.2200-2209 Mots-clés : Child  Child, Preschool  Humans  Autism Spectrum Disorder/therapy/psychology  Autistic Disorder  Child Development Disorders, Pervasive/psychology  Early Intervention, Educational  Social Behavior  autism spectrum disorder  early intervention  early start Denver model  inclusion  mainstream education  moderators  predictors Index. décimale : PER Périodiques Résumé : This study examined the factors associated with social-communicative outcomes for children on the autism spectrum receiving early intervention in inclusive versus specialised early childhood education programmes. Fifty-eight preschool-aged children randomly assigned to receive the Group-Early Start Denver Model (G-ESDM) in either inclusive or specialised (i.e., autism-specific) classrooms across one calendar year showed similar outcomes at group mean-level across measures of communication and social behaviour. We examined factors moderating outcomes across settings. Novel moderation analyses revealed that higher baseline social interest and nonverbal cognitive skills were associated with increased social communication gains for children in the inclusive classrooms, but not for those in specialised settings. Children who spend more time paying attention to people and have higher cognitive skills might benefit from receiving early intervention in inclusive settings, whilst these factors might be less relevant for children educated in specialised settings. En ligne : http://dx.doi.org/10.1002/aur.2815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488

Development and Acceptability of a New Program for Caregivers of Children with Autism Spectrum Disorder: Online Parent Training in Early Behavioral Intervention / Yael G. DAI in Journal of Autism and Developmental Disorders, 51-11 (November 2021)  

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Joint engagement is a potential mechanism leading to increased initiations of joint attention and downstream effects on language: JASPER early intervention for children with ASD / W. SHIH in Journal of Child Psychology and Psychiatry, 62-10 (October 2021)  

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Measuring parent strategy use in early intervention: Reliability and validity of the Naturalistic Developmental Behavioral Intervention Fidelity Rating Scale across strategy types / B. J. SONE in Autism, 25-7 (October 2021)  

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Measuring parent strategy use in early intervention: Reliability and validity of the Naturalistic Developmental Behavioral Intervention Fidelity Rating Scale across strategy types / Bailey J. SONE in Autism, 26-7 (October 2022)  

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Policy and Practice Barriers to Early Identification of Autism Spectrum Disorder in the California Early Intervention System / M. E. WILLIAMS in Journal of Autism and Developmental Disorders, 51-10 (October 2021)  

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