Brief Report: An Evaluation of an Australian Autism-Specific, Early Intervention Programme

Autor/inn/en	Paynter, Jessica M.; Riley, Emma P.; Beamish, Wendi; Scott, James G.; Heussler, Helen S.
Titel	Brief Report: An Evaluation of an Australian Autism-Specific, Early Intervention Programme
Quelle	In: International Journal of Special Education, 30 (2015) 2, S.13-19 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Autism; Program Evaluation; Early Intervention; Clinical Diagnosis; Pervasive Developmental Disorders; Symptoms (Individual Disorders); Expressive Language; Receptive Language; Psychomotor Skills; Community Programs; Schemata (Cognition); Language Skills; Foreign Countries; Program Effectiveness; Pretests Posttests; Statistical Analysis; Preschool Children; Young Children; Cognitive Ability; Motor Development; Adjustment (to Environment); Behavior Rating Scales; Diagnostic Tests; Observation; Australia; Mullen Scales of Early Learning; Autism Diagnostic Observation Schedule; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Autismus; Programme evaluation; Programmevaluation; Psychiatrische Symptomatik; Rezeptive Kommunikationsfähigkeit; Psychomotorische Aktivität; Cognition; Schema; Kognition; Language skill; Sprachkompetenz; Ausland; Statistische Analyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit; Denkfähigkeit; Motorische Entwicklung; Diagnostic test; Diagnostischer Test; Beobachtung; Australien
Abstract	There is a relative paucity of evidence examining the effectiveness of early intervention for young children with Autism Spectrum Disorder, in particular those delivered through educationally-based programmes. This study aimed to evaluate the real world effectiveness of a community-based autism-specific early learning and intervention programme in Australia. Children enrolled between February 2010 and May 2013 who had a diagnosis of an Autism Spectrum Disorder was eligible to participate in the study. Fifty-nine children with a mean age of 3.98 years participated. Cognitive ability, language, autistic symptoms, and motor skills were assessed at baseline and follow up (12 months or at programme exit) using standardised measures. Pre- and post-measures were compared using paired sample t-tests. Significant improvements were found in receptive and expressive language, autism symptoms, and overall adaptive behaviour. No significant change was found in motor skills. Children with Autism Spectrum Disorder attending the community-based programme had significant gains particularly in domains of cognition and language. Study limitations are discussed. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialed.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01