| Title |
Brief Report: Predictors of Outcomes in the Early Start Denver Model Delivered in a Group Setting
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, November 2012
|
| DOI | 10.1007/s10803-012-1705-7 |
| Pubmed ID | |
| Authors |
Giacomo Vivanti, Cheryl Dissanayake, Cynthia Zierhut, Sally J. Rogers, Victorian ASELCC Team |
| Abstract |
There is a paucity of studies that have looked at factors associated with responsiveness to interventions in preschoolers with autism spectrum disorder (ASD). We investigated learning profiles associated with response to the early start Denver model delivered in a group setting. Our preliminary results from 21 preschool children with an ASD aged 2- to 5-years suggest that the children with more advanced skills in functional use of objects, goal understanding and imitation made the best developmental gains after 1 year of treatment. Cognitive abilities, social attention, intensity of the treatment and chronological age were not associated with treatment gains. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Canada | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Scientists | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 206 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 4 | 2% |
| Spain | 3 | 1% |
| United Kingdom | 1 | <1% |
| Canada | 1 | <1% |
| Unknown | 197 | 96% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 33 | 16% |
| Student > Ph. D. Student | 30 | 15% |
| Researcher | 28 | 14% |
| Student > Bachelor | 21 | 10% |
| Student > Doctoral Student | 20 | 10% |
| Other | 37 | 18% |
| Unknown | 37 | 18% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 66 | 32% |
| Social Sciences | 25 | 12% |
| Medicine and Dentistry | 18 | 9% |
| Nursing and Health Professions | 10 | 5% |
| Agricultural and Biological Sciences | 10 | 5% |
| Other | 32 | 16% |
| Unknown | 45 | 22% |
Attention Score in Context
This research output has an Altmetric Attention Score of 8. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 20 April 2016.
All research outputs
#4,245,072
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#1,740
of 5,240 outputs
Outputs of similar age
#30,918
of 186,008 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#26
of 70 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. Compared to these this one has done well and is in the 82nd percentile: it's in the top 25% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one has gotten more attention than average, scoring higher than 66% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 186,008 tracked outputs that were published within six weeks on either side of this one in any source. This one has done well, scoring higher than 83% of its contemporaries.
We're also able to compare this research output to 70 others from the same source and published within six weeks on either side of this one. This one has gotten more attention than average, scoring higher than 62% of its contemporaries.