| Title |
Preschool Deployment of Evidence-Based Social Communication Intervention: JASPER in the Classroom
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, March 2016
|
| DOI | 10.1007/s10803-016-2752-2 |
| Pubmed ID | |
| Authors |
Ya-Chih Chang, Stephanie Y. Shire, Wendy Shih, Carolyn Gelfand, Connie Kasari |
| Abstract |
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. |
X Demographics
The data shown below were collected from the profiles of 10 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Japan | 2 | 20% |
| Spain | 1 | 10% |
| Unknown | 7 | 70% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 10 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 265 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 2 | <1% |
| France | 1 | <1% |
| Unknown | 262 | 99% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 40 | 15% |
| Student > Ph. D. Student | 32 | 12% |
| Researcher | 29 | 11% |
| Student > Bachelor | 29 | 11% |
| Student > Doctoral Student | 21 | 8% |
| Other | 38 | 14% |
| Unknown | 76 | 29% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 70 | 26% |
| Social Sciences | 27 | 10% |
| Nursing and Health Professions | 23 | 9% |
| Medicine and Dentistry | 23 | 9% |
| Arts and Humanities | 8 | 3% |
| Other | 26 | 10% |
| Unknown | 88 | 33% |
Attention Score in Context
This research output has an Altmetric Attention Score of 10. 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 07 October 2019.
All research outputs
#3,412,340
of 24,620,470 outputs
Outputs from Journal of Autism and Developmental Disorders
#1,466
of 5,367 outputs
Outputs of similar age
#52,143
of 303,839 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#27
of 79 outputs
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So far Altmetric has tracked 5,367 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 72% of its peers.
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We're also able to compare this research output to 79 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 65% of its contemporaries.