| Title |
Preschool Based JASPER Intervention in Minimally Verbal Children with Autism: Pilot RCT
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, September 2012
|
| DOI | 10.1007/s10803-012-1644-3 |
| Pubmed ID | |
| Authors |
Kelly Stickles Goods, Eric Ishijima, Ya-Chih Chang, Connie Kasari |
| Abstract |
In this pilot study, we tested the effects of a novel intervention (JASPER, Joint Attention Symbolic Play Engagement and Regulation) on 3 to 5 year old, minimally verbal children with autism who were attending a non-public preschool. Participants were randomized to a control group (treatment as usual, 30 h of ABA-based therapy per week) or a treatment group (substitution of 30 min of JASPER treatment, twice weekly during their regular program). A baseline of 12 weeks in which no changes were noted in core deficits was followed by 12 weeks of intervention for children randomized to the JASPER treatment. Participants in the treatment group demonstrated greater play diversity on a standardized assessment. Effects also generalized to the classroom, where participants in the treatment group initiated more gestures and spent less time unengaged. These results provide further support that even brief, targeted interventions on joint attention and play can improve core deficits in minimally verbal children with ASD. |
X Demographics
The data shown below were collected from the profiles of 7 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 | 1 | 14% |
| Canada | 1 | 14% |
| France | 1 | 14% |
| Unknown | 4 | 57% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 5 | 71% |
| Scientists | 2 | 29% |
Mendeley readers
The data shown below were compiled from readership statistics for 309 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 1 | <1% |
| United States | 1 | <1% |
| Unknown | 307 | 99% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 60 | 19% |
| Researcher | 36 | 12% |
| Student > Ph. D. Student | 34 | 11% |
| Student > Bachelor | 33 | 11% |
| Student > Doctoral Student | 25 | 8% |
| Other | 45 | 15% |
| Unknown | 76 | 25% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 94 | 30% |
| Social Sciences | 35 | 11% |
| Medicine and Dentistry | 29 | 9% |
| Nursing and Health Professions | 28 | 9% |
| Arts and Humanities | 8 | 3% |
| Other | 27 | 9% |
| Unknown | 88 | 28% |
Attention Score in Context
This research output has an Altmetric Attention Score of 28. 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 24 March 2021.
All research outputs
#1,263,657
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#497
of 5,240 outputs
Outputs of similar age
#7,397
of 170,394 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#6
of 51 outputs
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