Sustained Community Implementation of JASPER Intervention with Toddlers with Autism.
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...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 49; no. 5; pp. 1863 - 1876 |
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| Autores principales: | , , , , , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Springer Nature
May2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=136098421&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 136098421 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: May2019 vid: 49 iid: 5 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 136098421 136098421 136098421 10.1007/s10803-018-03875-0 136098421 ppf: 1863 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Sustained Community Implementation of JASPER Intervention with Toddlers with Autism. aug: au: Shire, Stephanie Y. Shih, Wendy Chang, Ya-Chih Bracaglia, Suzanne Kodjoe, Maria Kasari, Connie affil: Special Education and Clinical Sciences, College of Education, University of Oregon, Eugene, OR, USA sug: subj: Autism Spectrum Disorder In Infancy and Childhood Program Implementation Community Health Services Human Child, Preschool Teachers Randomized Controlled Trials Random Assignment Descriptive Statistics Child, Preschool: 2-5 years ab: 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. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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