Longitudinal Follow-Up of Children with Autism Receiving Targeted Interventions on Joint Attention and Play

Autor/inn/en	Kasari, Connie; Gulsrud, Amanda; Freeman, Stephanny; Paparella, Tanya; Hellemann, Gerhard
Titel	Longitudinal Follow-Up of Children with Autism Receiving Targeted Interventions on Joint Attention and Play
Quelle	In: Journal of the American Academy of Child & Adolescent Psychiatry, 51 (2012) 5, S.487-495 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-8567
DOI	10.1016/j.jaac.2012.02.019
Schlagwörter	Play; Speech; Autism; Oral Language; Longitudinal Studies; Intervention; Attention; Preschool Children; Models; Outcomes of Treatment; Cognitive Development; Language Skills; Elementary School Students + Suchen Sie Ihr Suchwort? Spiel; Speaking; Sprechen; Autismus; Oral interpretation; Mündlicher Sprachgebrauch; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Aufmerksamkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Analogiemodell; Kognitive Entwicklung; Language skill; Sprachkompetenz
Abstract	Objective: This study examines the cognitive and language outcomes of children with an autism spectrum disorder (ASD) over a 5-year period after receiving targeted early interventions that focused on joint attention and play skills. Method: Forty children from the original study (n = 58) had complete data at the 5-year follow-up. Results: In all, 80% of children had achieved functional use of spoken language with baseline play level predicting spoken language at the 5-year follow-up. Of children who were using spoken language at age 8 years, several baseline behaviors predicted their later ability, including earlier age of entry into the study, initiating joint attention skill, play level, and assignment to either the joint attention or symbolic play intervention group. Only baseline play diversity predicted cognitive scores at age 8 years. Conclusions: This study is one of the only long-term follow-up studies of children who participated in preschool early interventions aimed at targeting core developmental difficulties. The study findings suggest that focusing on joint attention and play skills in comprehensive treatment models is important for long-term spoken language outcomes. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10