[article]
Titre : |
Sustained Community Implementation of JASPER Intervention with Toddlers with Autism |
Type de document : |
Texte imprimé et/ou numérique |
Auteurs : |
Stephanie Y. SHIRE, Auteur ; W. SHIH, Auteur ; Y. C. CHANG, Auteur ; Suzanne BRACAGLIA, Auteur ; M. KODJOE, Auteur ; Connie KASARI, Auteur |
Article en page(s) : |
p.1863-1875 |
Langues : |
Anglais (eng) |
Mots-clés : |
Autism Community partnered Implementation Intervention Paraprofessional Sustainability |
Index. décimale : |
PER Périodiques |
Résumé : |
Intervention research is increasingly conducted in community settings, however it is not clear how well practices are sustained locally or how children progress once external research support is removed. Two school-year cohorts of toddlers with autism (year 1: n = 55, year 2: n = 63) received Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) intervention from teaching assistants (TAs) with external support in year 1 and local, internal support in year 2. TAs sustained intervention strategies with more modest maintenance of high-level skills. Children in both years 1 and 2 made similar gains in initiations of joint attention during independent assessment. Year 1 children made significantly greater play gains. JASPER sustained into year 2, however advancing play may require additional supports. |
En ligne : |
http://dx.doi.org/10.1007/s10803-018-03875-0 |
Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393 |
in Journal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1863-1875
[article] Sustained Community Implementation of JASPER Intervention with Toddlers with Autism [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; W. SHIH, Auteur ; Y. C. CHANG, Auteur ; Suzanne BRACAGLIA, Auteur ; M. KODJOE, Auteur ; Connie KASARI, Auteur . - p.1863-1875. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1863-1875
Mots-clés : |
Autism Community partnered Implementation Intervention Paraprofessional Sustainability |
Index. décimale : |
PER Périodiques |
Résumé : |
Intervention research is increasingly conducted in community settings, however it is not clear how well practices are sustained locally or how children progress once external research support is removed. Two school-year cohorts of toddlers with autism (year 1: n = 55, year 2: n = 63) received Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) intervention from teaching assistants (TAs) with external support in year 1 and local, internal support in year 2. TAs sustained intervention strategies with more modest maintenance of high-level skills. Children in both years 1 and 2 made similar gains in initiations of joint attention during independent assessment. Year 1 children made significantly greater play gains. JASPER sustained into year 2, however advancing play may require additional supports. |
En ligne : |
http://dx.doi.org/10.1007/s10803-018-03875-0 |
Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393 |
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