Changing Developmental Trajectories of Toddlers with Autism Spectrum Disorder: Strategies for Bridging Research to Community Practice

Autor/inn/en	Wetherby, Amy M.; Woods, Juliann; Guthrie, Whitney; Delehanty, Abigail; Brown, Jennifer A.; Morgan, Lindee; Holland, Renee D.; Schatschneider, Christopher; Lord, Catherine
Titel	Changing Developmental Trajectories of Toddlers with Autism Spectrum Disorder: Strategies for Bridging Research to Community Practice
Quelle	In: Journal of Speech, Language, and Hearing Research, 61 (2018) 11, S.2615-2628 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2018_JSLHR-L-RSAUT-18-0028
Schlagwörter	Toddlers; Autism; Pervasive Developmental Disorders; Early Intervention; Interaction; Social Behavior; Evidence Based Practice; Family Involvement; Capacity Building; Child Development; Developmental Stages; Outcomes of Treatment; Caregivers; Educational Technology + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Autismus; Interaktion; Social behaviour; Soziales Verhalten; Kindesentwicklung; Caregiver; Carer; Betreuungsperson; Pfleger; Unterrichtsmedien
Abstract	Purpose: The need for community-viable, evidence-based intervention strategies for toddlers with autism spectrum disorder (ASD) is a national priority. The purpose of this research forum article is to identify gaps in intervention research and needs in community practice for toddlers with ASD, incorporate published findings from a randomized controlled trial (RCT) of the Early Social Interaction (ESI) model (Wetherby et al., 2014) to illustrate community-based intervention, report new findings on child active engagement from the ESI RCT, and offer solutions to bridge the research-to-community practice gap. Method: Research findings were reviewed to identify gaps in the evidence base for toddlers with ASD. Published and new findings from the multisite ESI RCT compared the effects of two different ESI conditions for 82 toddlers with ASD to teach parents how to support active engagement in natural environments. Results: The RCT of the ESI model was the only parent-implemented intervention that reported differential treatment effects on standardized measures of child outcomes, including social communication, developmental level, and adaptive behavior. A new measure of active engagement in the natural environment was found to be sensitive to change in 3 months for young toddlers with ASD and to predict outcomes on the standardized measures of child outcomes. Strategies for utilizing the Autism Navigator collection of web-based courses and tools using extensive video footage for families and professional development are offered for scaling up in community settings to change developmental trajectories of toddlers with ASD. Conclusions: Current health care and education systems are challenged to provide intervention of adequate intensity for toddlers with ASD. The use of innovative technology can increase acceleration of access to evidence-based early intervention for toddlers with ASD that addresses health disparities, enables immediate response as soon as ASD is suspected, and rapidly bridges the research-to-practice gap. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01