144 recherche sur le mot-clé 'Early intervention'

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 Intervention Providers' Perspectives About Working with Families of Toddlers with Suspected ASD: A Qualitative Study / Wendy L. STONE in Journal of Autism and Developmental Disorders, 51-3 (March 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-3 (March 2021) . - p.814-826 Titre : Early Intervention Providers' Perspectives About Working with Families of Toddlers with Suspected ASD: A Qualitative Study Type de document : Texte imprimé et/ou numérique Auteurs : Wendy L. STONE, Auteur ; Lisa V. IBANEZ, Auteur ; Pascale CARPENTIER, Auteur ; Elyanah POSNER, Auteur ; Alice BRAVO, Auteur ; Lindsay FREDERICK, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.814-826 Langues : Anglais (eng) Mots-clés : Autism  Communication with families  Early detection  Early intervention  Early intervention providers  Part C services Index. décimale : PER Périodiques Résumé : Part C early intervention (EI) providers are at the front line of service provision for children under 3 years old with developmental delays or disabilities. As such, they can play a key role in both the early detection of autism spectrum disorder (ASD) and the provision of ASD-specialized treatment. Focus groups were conducted with 25 EI providers from three agencies in a Northwestern U.S. county to understand their role in the identification of ASD and communication about ASD concerns to families. Results revealed the tension that providers experience between maintaining a positive and supportive relationship with families and raising the issue of possible ASD. Cultural influences affecting ASD care and suggestions for desired resources were also discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04337-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Early Intervention Providers' Perspectives About Working with Families of Toddlers with Suspected ASD: A Qualitative Study [Texte imprimé et/ou numérique] / Wendy L. STONE, Auteur ; Lisa V. IBANEZ, Auteur ; Pascale CARPENTIER, Auteur ; Elyanah POSNER, Auteur ; Alice BRAVO, Auteur ; Lindsay FREDERICK, Auteur ; Jill LOCKE, Auteur . - p.814-826. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-3 (March 2021) . - p.814-826 Mots-clés : Autism  Communication with families  Early detection  Early intervention  Early intervention providers  Part C services Index. décimale : PER Périodiques Résumé : Part C early intervention (EI) providers are at the front line of service provision for children under 3 years old with developmental delays or disabilities. As such, they can play a key role in both the early detection of autism spectrum disorder (ASD) and the provision of ASD-specialized treatment. Focus groups were conducted with 25 EI providers from three agencies in a Northwestern U.S. county to understand their role in the identification of ASD and communication about ASD concerns to families. Results revealed the tension that providers experience between maintaining a positive and supportive relationship with families and raising the issue of possible ASD. Cultural influences affecting ASD care and suggestions for desired resources were also discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04337-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

Early intervention for autism: Who provides treatment and in what settings / Johnny L. MATSON in Research in Autism Spectrum Disorders, 8-11 (November 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-11 (November 2014) . - p.1585-1590 Titre : Early intervention for autism: Who provides treatment and in what settings Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Matthew J. KONST, Auteur Article en page(s) : p.1585-1590 Langues : Anglais (eng) Mots-clés : Autism  Early intervention  Parents  Applied behavior analysis  Treatment Index. décimale : PER Périodiques Résumé : Early intensive interventions have become popular. Thus, not surprisingly, the amount of research surrounding this topic has increased and evolved rapidly. The persons providing treatment, the settings in which treatment is provided, and the methods used have varied considerably. This paper reviews current trends. For example, 20–40 h of therapy weekly has consistently characterized the literature. Conversely, the role of parents has transformed as they have increasingly become co-therapists. One major concern is that little effort has been put into the transition from these intensive programs to educational settings. These factors and related parameters are reviewed and the implications are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.08.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 [article] Early intervention for autism: Who provides treatment and in what settings [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Matthew J. KONST, Auteur . - p.1585-1590. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-11 (November 2014) . - p.1585-1590 Mots-clés : Autism  Early intervention  Parents  Applied behavior analysis  Treatment Index. décimale : PER Périodiques Résumé : Early intensive interventions have become popular. Thus, not surprisingly, the amount of research surrounding this topic has increased and evolved rapidly. The persons providing treatment, the settings in which treatment is provided, and the methods used have varied considerably. This paper reviews current trends. For example, 20–40 h of therapy weekly has consistently characterized the literature. Conversely, the role of parents has transformed as they have increasingly become co-therapists. One major concern is that little effort has been put into the transition from these intensive programs to educational settings. These factors and related parameters are reviewed and the implications are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.08.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241

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

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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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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Using Prevent Teach Reinforce for Young Children to Manage Challenging Behaviors in Public Specialized Early Intervention Services for Autism / M. RIVARD in Journal of Autism and Developmental Disorders, 51-11 (November 2021)  

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Access to Part C, Early Intervention for children younger than 4?years evaluated for autism spectrum disorder / Adriana I. MENDEZ in Autism, 28-6 (June 2024)  

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Annual Research Review: Early intervention for infants and young children with, or at-risk of, autism spectrum disorder: a systematic review / L. FRENCH in Journal of Child Psychology and Psychiatry, 59-4 (April 2018)  

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