[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