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
Geographical breakdown
Country | Count | As % |
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Japan | 2 | 20% |
Spain | 1 | 10% |
Unknown | 7 | 70% |
Demographic breakdown
Type | Count | As % |
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Members of the public | 10 | 100% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
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United States | 2 | <1% |
France | 1 | <1% |
Unknown | 261 | 99% |
Demographic breakdown
Readers by professional status | Count | As % |
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Student > Master | 40 | 15% |
Student > Ph. D. Student | 32 | 12% |
Researcher | 29 | 11% |
Student > Bachelor | 28 | 11% |
Student > Doctoral Student | 21 | 8% |
Other | 38 | 14% |
Unknown | 76 | 29% |
Readers by discipline | Count | As % |
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Psychology | 69 | 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% |