Effects of a Low-Intensity Early Start Denver Model-Based Intervention Delivered in an Inclusive Preschool Setting

Autor/inn/en	Tupou, Jessica; Waddington, Hannah; van der Meer, Larah; Sigafoos, Jeff
Titel	Effects of a Low-Intensity Early Start Denver Model-Based Intervention Delivered in an Inclusive Preschool Setting
Quelle	In: International Journal of Developmental Disabilities, 68 (2022) 2, S.107-121 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tupou, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2019.1707434
Schlagwörter	Preschool Education; Preschool Children; Early Intervention; Models; Autism; Pervasive Developmental Disorders; Imitation; Verbal Communication; Participation; Cognitive Development; Outcomes of Treatment; Behavior Rating Scales; Adjustment (to Environment); Foreign Countries; Communication Skills; Psychomotor Skills; New Zealand; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Analogiemodell; Autismus; Teilnahme; Kognitive Entwicklung; Ausland; Kommunikationsstil; Psychomotorische Aktivität; Neuseeland
Abstract	The Early Start Denver Model (ESDM) is a promising early intervention for promoting improved social, cognitive, and communication outcomes for young children with autism spectrum disorder (ASD). However, most studies evaluating group-based delivery of this program have used 15-25 h per week of intervention in specialized ESDM preschools with low child-teacher ratios. Thus, the positive results from such studies might not be obtained when this intervention model is evaluated in more typical inclusive preschool settings. In this study, a low-intensity version of the ESDM was delivered to three young children with ASD in their regular inclusive preschool by a certified therapist who did not typically work at any of the preschools. The intervention procedures were implemented for 3 h per week over an 8- to 10-week period. Data were gathered on children's levels of participation, imitation, and communication from weekly 10-min video recordings. The effects of the intervention were evaluated using a multiple probe across participants design with 3 weekly follow-up probes, 3 weeks after the intervention ended. All participants showed improvement in active participation, imitation and either intentional vocalizations or spontaneous functional utterances. These results were generally maintained at follow-up. This low-intensity version of the ESDM would seem effective for use in real-world preschool environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01