期刊
JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY
卷 58, 期 5, 页码 612-622出版社
WILEY
DOI: 10.1111/jcpp.12672
关键词
Autism; JASPER; early intervention; paraprofessionals; joint attention; joint engagement; play; implementation
资金
- FAR Fund
- Autism Speaks [7495]
BackgroundInterventions found to be effective in research settings are often not as effective when implemented in community settings. Considering children with autism, studies have rarely examined the efficacy of laboratory-tested interventions on child outcomes in community settings using randomized controlled designs. MethodsOne hundred and thirteen children with autism enrolled in public early intervention classrooms in low resource neighborhoods were randomized to Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) intervention or treatment as usual waitlist for 10weeks with 1-month follow-up. ResultsTeaching assistants delivered JASPER at adequate fidelity. Children randomized to JASPER demonstrated significant gains over treatment as usual in core developmental outcomes of joint engagement, joint attention, and play skills that were maintained at follow-up. ConclusionsSupervised teaching assistants delivered JASPER intervention with a range of toddlers with autism leading to significant gains in developmental outcomes.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据