Inclusion for Toddlers with Autism Spectrum Disorders: The First Ten Years of a Community Program

Autor/inn/en	Stahmer, Aubyn C.; Akshoomoff, Natacha; Cunningham, Allison B.
Titel	Inclusion for Toddlers with Autism Spectrum Disorders: The First Ten Years of a Community Program
Quelle	In: Autism: The International Journal of Research and Practice, 15 (2011) 5, S.625-641 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361310392253
Schlagwörter	Autism; Toddlers; Adjustment (to Environment); Effect Size; Pervasive Developmental Disorders; Inclusion; Mainstreaming; Preschool Children; Child Development; Communication Skills; Student Adjustment; Predictor Variables; Behavior Problems; Early Intervention; California; Mullen Scales of Early Learning; Bayley Scales of Infant Development; Child Behavior Checklist; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Autismus; Infant; Infants; Toddler; Kleinkind; Inklusion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Kommunikationsstil; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Prädiktor; Kalifornien
Abstract	The present quasi-experimental study examines the outcomes for a group of 102 children diagnosed with an autism spectrum disorder at age 2 who attended an inclusive toddler program (described by Stahmer and Ingersoll, 2004) until age 3. Outcomes on standardized developmental assessments indicate significant improvement, with large effect sizes, in developmental level, adaptive behavior and communication. Thirty-one of the children (31%) were functioning in the typically developing range when they exited the program at age 3, after an average of 8 months of intervention. Predictors of positive outcomes included length of time in the program, level of words and gestures use at entry and higher externalizing and lower internalizing behavior CBCL scores at entry. Implications for serving toddlers with autism in inclusive settings and suggestions for future research directions are discussed. (Contains 1 note, 1 figure, and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10