Intervention Effects on Communication Skills and Sensory Regulation on Children with ASD

Autor/inn/en	Reis, Helena I. S.; Pereira, Ana P. S.; Almeida, Leandro S.
Titel	Intervention Effects on Communication Skills and Sensory Regulation on Children with ASD
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 11 (2018) 3, S.346-359 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reis, Helena I. S.) ORCID (Pereira, Ana P. S.) ORCID (Almeida, Leandro S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2018.1455552
Schlagwörter	Autism; Pervasive Developmental Disorders; Preschool Children; Intervention; Interdisciplinary Approach; Teamwork; Pretests Posttests; Program Effectiveness; Interpersonal Communication; Interpersonal Competence; Play; Child Development; Sensory Integration; Speech Language Pathology; Occupational Therapy; Diagnostic Tests; Observation; Foreign Countries; Portugal; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Interpersonale Kommunikation; Interpersonale Kompetenz; Spiel; Kindesentwicklung; Sensorische Integration; Beschäftigungstherapie; Diagnostic test; Diagnostischer Test; Beobachtung; Ausland
Abstract	This article evaluates the effects of an individualized intervention for children with Autism Spectrum Disorder (ASD) based on the principles of the DIR/FloortimeTM model, which encourages caregivers to follow their child's emotions and interests and to interact with them in a natural social environment to help children develop social communication skills. Twenty-five preschool children with ASD, ranging from 3 to 6 years of age, received care from an interdisciplinary team specializing in ASD intervention, which included psychologists, speech and language pathologists, and occupational therapists. The children received supportive care from these professionals based on their individual and family needs and concerns. A pre-experimental research design, pre-tests (1)- post-test (2) was given. The effects of the intervention were evaluated using the "Assessment Scale of Children with Autism Spectrum Disorder," which was completed by the parents before and after the intervention. Children made significant changes in mean scores within the areas of "Social Communication" and "Sensory Processing." The results revealed that this intervention, focused on the development of relationships and interaction through play, had positive effects on the development of communication and sensory regulation with children with ASD at early ages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01