A Comprehensive Inclusion Program for Kindergarten Children with Autism Spectrum Disorder

Autor/inn/en	Sainato, Diane M.; Morrison, Rebecca S.; Jung, Sunhwa; Axe, Judah; Nixon, Patricia A.
Titel	A Comprehensive Inclusion Program for Kindergarten Children with Autism Spectrum Disorder
Quelle	In: Journal of Early Intervention, 37 (2015) 3, S.208-225 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815115613836
Schlagwörter	Inclusion; Mainstreaming; Early Intervention; Kindergarten; Autism; Pervasive Developmental Disorders; Comparative Analysis; Standardized Tests; Scores; Skill Development; Program Effectiveness; Cognitive Ability; Language Skills; Student Behavior; Teaching Methods; Classroom Techniques; Achievement Tests; Adjustment (to Environment); Behavior Rating Scales; Pretests Posttests; Quasiexperimental Design; Public Schools; Statistical Analysis; Kaufman Test of Educational Achievement; Leiter International Performance Scale; Test of Language Development; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Inklusion; Autismus; Standadised tests; Standardisierter Test; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit; Language skill; Sprachkompetenz; Student behaviour; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Public school; Öffentliche Schule; Statistische Analyse; Schulleistung
Abstract	To date, reports of empirically validated comprehensive intervention programs for children with autism spectrum disorder (ASD) have been limited to preschool-age children. We examined the effects of a model inclusive kindergarten program for children with ASD. Forty-one children received instruction in an inclusive kindergarten program with their peers for 28 hrs a week. A comparison group (n = 21) received an eclectic intervention in public, general education, kindergarten classrooms. Examiners administered standardized tests of cognitive, language, and adaptive behavior skills to children in both groups at the beginning and end of the school year. There were no differences in test scores between the two groups at baseline. Following intervention, the model program group had higher mean standard scores in all skill domains. The differences were statistically significant for all domains except adaptive behavior and spoken language. These findings are consistent with reports of success for inclusive programs for preschool children with ASD. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01