Preschool Based JASPER Intervention in Minimally Verbal Children with Autism: Pilot RCT

Autor/inn/en	Goods, Kelly Stickles; Ishijima, Eric; Chang, Ya-Chih; Kasari, Connie
Titel	Preschool Based JASPER Intervention in Minimally Verbal Children with Autism: Pilot RCT
Quelle	In: Journal of Autism and Developmental Disorders, 43 (2013) 5, S.1050-1056 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-012-1644-3
Schlagwörter	Intervention; Autism; Control Groups; Play; Preschool Children; Language Skills; Verbal Communication; Program Effectiveness; Attention; Interpersonal Relationship; Private Schools; Comparative Analysis + Suchen Sie Ihr Suchwort? Autismus; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language skill; Sprachkompetenz; Aufmerksamkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Private school; Privatschule
Abstract	In this pilot study, we tested the effects of a novel intervention (JASPER, Joint Attention Symbolic Play Engagement and Regulation) on 3 to 5 year old, minimally verbal children with autism who were attending a non-public preschool. Participants were randomized to a control group (treatment as usual, 30 h of ABA-based therapy per week) or a treatment group (substitution of 30 min of JASPER treatment, twice weekly during their regular program). A baseline of 12 weeks in which no changes were noted in core deficits was followed by 12 weeks of intervention for children randomized to the JASPER treatment. Participants in the treatment group demonstrated greater play diversity on a standardized assessment. Effects also generalized to the classroom, where participants in the treatment group initiated more gestures and spent less time unengaged. These results provide further support that even brief, targeted interventions on joint attention and play can improve core deficits in minimally verbal children with ASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10