Predictors of Treatment Outcome in Preschoolers with Autism Spectrum Disorder: An Observational Study in the Greater Geneva Area, Switzerland

Autor/inn/en	Robain, François; Franchini, Martina; Kojovic, Nada; Wood de Wilde, Hilary; Schaer, Marie
Titel	Predictors of Treatment Outcome in Preschoolers with Autism Spectrum Disorder: An Observational Study in the Greater Geneva Area, Switzerland
Quelle	In: Journal of Autism and Developmental Disorders, 50 (2020) 11, S.3815-3830 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Robain, François)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-020-04430-6
Schlagwörter	Predictor Variables; Outcomes of Treatment; Preschool Children; Autism; Pervasive Developmental Disorders; Intervention; Age; Interpersonal Competence; Thinking Skills; Symptoms (Individual Disorders); Cognitive Development; Stimuli + Suchen Sie Ihr Suchwort? Prädiktor; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Alter; Lebensalter; Interpersonale Kompetenz; Denkfähigkeit; Psychiatrische Symptomatik; Kognitive Entwicklung; Anreizsystem
Abstract	This study aims to identify predictors of treatment outcome in young children with ASD within a European context, where service provision of intervention remains sporadic. We investigated whether a child's age at baseline, intensity of the intervention provided, type of intervention, child's level of social orienting and cognitive skills at baseline predicted changes in autistic symptoms and cognitive development after 1 year of intervention, in a sample of 60 children with ASD. Our results strongly support early and intensive intervention. We also observed that lower cognitive skills at baseline were related to greater cognitive gains. Finally, we show that a child's interest in social stimuli may contribute to intervention outcome. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01