Early Intervention Outcomes for Toddlers with Autism Spectrum Disorder and Their Families

Autor/inn/en	Noyes-Grosser, Donna M.; Elbaum, Batya; Wu, Yan; Siegenthaler, Kirsten M.; Cavalari, Rachel S.; Gillis, Jennifer M.; Romanczyk, Raymond G.
Titel	Early Intervention Outcomes for Toddlers with Autism Spectrum Disorder and Their Families
Quelle	In: Infants and Young Children, 31 (2018) 3, S.177-199 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-3746
DOI	10.1097/IYC.0000000000000121
Schlagwörter	Toddlers; Autism; Pervasive Developmental Disorders; Early Intervention; Program Effectiveness; Outcomes of Education; Disabilities; Behavior Problems; Communication Skills; Interpersonal Competence; Family Involvement; Educational Legislation; Equal Education; Federal Legislation + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Autismus; Lernleistung; Schulerfolg; Handicap; Behinderung; Kommunikationsstil; Interpersonale Kompetenz; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Autism spectrum disorder (ASD) can be diagnosed as early as 18 months of age. State Early Intervention (EI) programs under Part C of the Individuals with Disabilities Education Act (IDEA) are serving increasing numbers of children with ASD; however, little is known about outcomes of these services. This study evaluated the impact of EI for toddlers with ASD (n = 193) and other disabilities (n = 129) and their families, using measures that included federal Part C outcome indicators. Children with ASD showed reduced maladaptive behaviors and improved social and communication skills on the PDD Behavior Inventory; some also made progress on the Part C child outcome indicators. Families of children with ASD reported that EI helped them achieve many outcomes identified as important to families participating in EI. Results provide a rich description of outcomes experienced by children with ASD and their families in one of the largest EI programs in the United States. Implications for results-driven accountability and future research are discussed. (As Provided).
Anmerkungen	Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: https://journals.lww.com/pages/default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01