Literaturnachweis - Detailanzeige
| Autor/inn/en | Shire, Stephanie Y.; Shih, Wendy; Chang, Ya-Chih; Bracaglia, Suzanne; Kodjoe, Maria; Kasari, Connie |
|---|---|
| Titel | Sustained Community Implementation of JASPER Intervention with Toddlers with Autism |
| Quelle | In: Journal of Autism and Developmental Disorders, 49 (2019) 5, S.1863-1875 (13 Seiten)
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| Zusatzinformation | ORCID (Shire, Stephanie Y.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3257 |
| DOI | 10.1007/s10803-018-03875-0 |
| Schlagwörter | Intervention; Autism; Pervasive Developmental Disorders; Attention Control; Play; Self Control; Toddlers; Teaching Assistants; Maintenance; Skill Development; Longitudinal Studies |
| Abstract | Intervention research is increasingly conducted in community settings, however it is not clear how well practices are sustained locally or how children progress once external research support is removed. Two school-year cohorts of toddlers with autism (year 1: n = 55, year 2: n = 63) received Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) intervention from teaching assistants (TAs) with external support in year 1 and local, internal support in year 2. TAs sustained intervention strategies with more modest maintenance of high-level skills. Children in both years 1 and 2 made similar gains in initiations of joint attention during independent assessment. Year 1 children made significantly greater play gains. JASPER sustained into year 2, however advancing play may require additional supports. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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