Outcomes of Children Receiving Group-Early Start Denver Model in an Inclusive versus Autism-Specific Setting: A Pilot Randomized Controlled Trial

Autor/inn/en	Vivanti, Giacomo; Dissanayake, Cheryl; Duncan, Ed; Feary, Jessica; Capes, Kristy; Upson, Shannon; Bent, Catherine A.; Rogers, Sally J.; Hudry, Kristelle
Titel	Outcomes of Children Receiving Group-Early Start Denver Model in an Inclusive versus Autism-Specific Setting: A Pilot Randomized Controlled Trial
Quelle	In: Autism: The International Journal of Research and Practice, 23 (2019) 5, S.1165-1175 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bent, Catherine A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361318801341
Schlagwörter	Autism; Pervasive Developmental Disorders; Preschool Children; Program Effectiveness; Age Differences; Early Intervention; Inclusion; Students with Disabilities; Interpersonal Communication; Interpersonal Relationship; Skill Development; Verbal Communication; Interaction; Interpersonal Competence; Behavior Problems; Stress Management; Foreign Countries; Australia; Autism Diagnostic Observation Schedule; Mullen Scales of Early Learning; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Age; Difference; Age difference; Altersunterschied; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Interpersonale Kommunikation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Interaktion; Interpersonale Kompetenz; Stressmanagement; Stressbewältigung; Ausland; Australien
Abstract	A major topic of debate is whether children with autism spectrum disorder should be educated in inclusive or specialized settings. We examined the feasibility and preliminary effectiveness of delivering the Group-Early Start Denver Model to children with autism spectrum disorder in inclusive versus specialized classrooms. We randomly assigned 44 preschoolers with autism spectrum disorder to receive the Group-Early Start Denver Model across one school calendar year in classrooms that included only children with autism spectrum disorder or mostly children who were typically developing. Blind-rated indicators of teaching quality showed similar results across settings, which were above the local benchmark. Children showed improvements across blinded proximal measures of spontaneous vocalization, social interaction, and imitation and across distal measures of verbal cognition, adaptive behavior, and autism symptoms irrespective of intervention setting. Mothers of participants experienced a reduction in stress irrespective of child intervention setting. Across both settings, age at intervention start was negatively associated with gains in verbal cognition. Delivery of Group-Early Start Denver Model in an inclusive setting appeared to be feasible, with no significant differences in teaching quality and child improvements when the program was implemented in inclusive versus specialized classrooms. [This article was written with the Victorian ASELCC Team.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01