A Practice-Based Evaluation of Barnardo's Forward Steps Early Intervention Programme for Children Diagnosed with Autism

Autor/inn/en	Braiden, Hannah Jane; McDaniel, Benny; McCrudden, Eunan; Janes, Michele; Crozier, Barbara
Titel	A Practice-Based Evaluation of Barnardo's Forward Steps Early Intervention Programme for Children Diagnosed with Autism
Quelle	In: Child Care in Practice, 18 (2012) 3, S.227-242 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-5279
DOI	10.1080/13575279.2012.683773
Schlagwörter	Early Intervention; Testing; Preschool Children; Receptive Language; Language Skills; Autism; Program Evaluation; Pervasive Developmental Disorders; Pretests Posttests; Stress Variables; Expressive Language; Satisfaction; Program Effectiveness; Stress Management; Coping; Communication Skills; Parent Child Relationship; Family Programs; Home Visits; Parenting Stress Index + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rezeptive Kommunikationsfähigkeit; Language skill; Sprachkompetenz; Autismus; Programme evaluation; Programmevaluation; Zufriedenheit; Stressmanagement; Stressbewältigung; Bewältigung; Kommunikationsstil; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Family program; Familienprogramm; Hausbesuch
Abstract	This study used a pre-experimental and post-experimental design to evaluate a TEACCH-based Early Intervention Programme. Thirty-one parents of 18 preschool children recently diagnosed with an Autistic Spectrum Disorder attended the eight-week programme delivered by trained facilitators. Parents completed pre-intervention and post-intervention measures, including the Parenting Stress Index. Programme facilitators assessed children pre-intervention and post-intervention using the Psycho-Educational Profile 3. Results indicate a statistically significant decrease in parental stress and increase in children's expressive and receptive language skills from pre-testing to post-testing. Parents reported a high level of satisfaction with the programme. This study is an example of a practice-based intervention aiming to deliver high-quality, evidenced-based care to children, young people and their families. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10