Initial Feasibility and Efficacy of the Summer Treatment Program (STP-PreK) for Preschoolers with Autism Spectrum Disorder and Comorbid Externalizing Behavior Problems

Autor/inn/en	Ros-Demarize, Rosmary; Graziano, Paulo A.
Titel	Initial Feasibility and Efficacy of the Summer Treatment Program (STP-PreK) for Preschoolers with Autism Spectrum Disorder and Comorbid Externalizing Behavior Problems
Quelle	In: Journal of Early Intervention, 43 (2021) 1, S.60-79 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ros-Demarize, Rosmary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815120917452
Schlagwörter	Autism; Pervasive Developmental Disorders; Summer Programs; Preschool Children; Program Effectiveness; Behavior Problems; Intervention; Program Implementation; Feasibility Studies; Executive Function; Hyperactivity; Attention Deficit Disorders; Aggression; Interpersonal Competence; Behavior Modification; Academic Achievement; Emotional Development; Social Development; Parent Attitudes; School Readiness; Child Behavior; Kindergarten; Teacher Attitudes; Parent Education; Autism Diagnostic Observation Schedule; Behavior Assessment System for Children; Wechsler Preschool and Primary Scale of Intelligence; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Autismus; Sommerkurs; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Interpersonale Kompetenz; Behaviour modification; Verhaltensänderung; Schulleistung; Gefühlsbildung; Soziale Entwicklung; Elternverhalten; Readiness for school; School ability; Schulreife; Lehrerverhalten; Parents education; Elternbildung; Elternschule
Abstract	The current study examined the feasibility and initial efficacy of the Summer Treatment Program for Pre-kindergarteners (STP-PreK) with 37 preschoolers with autism spectrum disorder (ASD) and externalizing behavior problems (EBP). Parents and teachers reported on children's behavior, social/adaptive skills, and self-regulation. Children completed a standardized achievement and executive functioning battery and an emotion knowledge task. The treatment was delivered with high levels of fidelity and was well received by families. Improvements were reported in parent-rated hyperactivity, inattention, aggression, and social and adaptive skills. Children also improved performance across academic achievement, emotion knowledge, and executive functioning and were rated by parents as having better executive functioning and emotion regulation. Findings highlight the initial efficacy of an established treatment in improving outcomes for preschoolers with ASD and EBP. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01