Journal
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
Volume 46, Issue 6, Pages 2211-2223Publisher
SPRINGER/PLENUM PUBLISHERS
DOI: 10.1007/s10803-016-2752-2
Keywords
Autism spectrum disorder; JASPER; Preschool; Teachers; Joint attention; Implementation
Categories
Funding
- Autism Speaks [7495]
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Few research-developed early intervention models have been deployed to and tested in real world preschool programs. In this study, teaching staff implemented a social communication modularized intervention, JASPER, in their daily program. Sixty-six preschool children with autism in twelve classrooms (12 teachers) were randomized to receive immediate JASPER training (IT) or were waitlisted (WL) for 3 months with a 1-month follow up. Measures of core deficits (initiations of joint engagement, joint attention gestures and language, play skills) and standardized cognitive measures were improved for IT over WL children. IT teachers achieved and maintained high fidelity. Teachers can implement evidence-based interventions with significant improvements in core deficits of their children with ASD.
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