A Play and Joint Attention Intervention for Teachers of Young Children with Autism: A Randomized Controlled Pilot Study

Autor/in	Wong, Connie S.
Titel	A Play and Joint Attention Intervention for Teachers of Young Children with Autism: A Randomized Controlled Pilot Study
Quelle	In: Autism: The International Journal of Research and Practice, 17 (2013) 3, S.340-357 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361312474723
Schlagwörter	Autism; Play; Attention; Preschool Children; Preschool Education; Preschool Teachers; Special Education Teachers; Intervention; Pilot Projects; Program Effectiveness; Observation; Hierarchical Linear Modeling; Mullen Scales of Early Learning; Childhood Autism Rating Scale + Suchen Sie Ihr Suchwort? Autismus; Spiel; Aufmerksamkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Pilot project; Modellversuch; Pilotprojekt; Beobachtung
Abstract	The aim of this study was to pilot test a classroom-based intervention focused on facilitating play and joint attention for young children with autism in self-contained special education classrooms. Thirty-three children with autism between the ages of 3 and 6 years participated in the study with their classroom teachers (n = 14). The 14 preschool special education teachers were randomly assigned to one of three groups: (1) symbolic play then joint attention intervention, (2) joint attention then symbolic intervention, and (3) wait-list control period then further randomized to either group 1 or group 2. In the intervention, teachers participated in eight weekly individualized 1-h sessions with a researcher that emphasized embedding strategies targeting symbolic play and joint attention into their everyday classroom routines and activities. The main child outcome variables of interest were collected through direct classroom observations. Findings indicate that teachers can implement an intervention to significantly improve joint engagement of young children with autism in their classrooms. Furthermore, multilevel analyses showed significant increases in joint attention and symbolic play skills. Thus, these pilot data emphasize the need for further research and implementation of classroom-based interventions targeting play and joint attention skills for young children with autism. (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10