Evaluation of a Low-Intensity Version of the Early Start Denver Model with Four Preschool-Aged Boys with Autism Spectrum Disorder

Autor/inn/en	Waddington, Hannah; van der Meer, Larah; Sigafoos, Jeff; Ogilvie, Emily
Titel	Evaluation of a Low-Intensity Version of the Early Start Denver Model with Four Preschool-Aged Boys with Autism Spectrum Disorder
Quelle	In: International Journal of Developmental Disabilities, 66 (2020) 4, S.257-269 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2019.1569360
Schlagwörter	Preschool Children; Males; Autism; Pervasive Developmental Disorders; Early Intervention; Communication Skills; Imitation; Attention; Participation; Program Effectiveness; Daily Living Skills; Psychomotor Skills; Child Behavior; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Male; Männliches Geschlecht; Autismus; Kommunikationsstil; Aufmerksamkeit; Teilnahme; Alltagsfertigkeit; Psychomotorische Aktivität; Ausland; Neuseeland
Abstract	Objectives: Data indicate that some developmentally and behaviorally based early intervention programs can lead to a range of improvements in children with autism spectrum disorder. However, many such programs call for a fairly intensive amount of intervention. The objective of this preliminary study was to evaluate the effectiveness of a low-intensity therapist delivered intervention for young children with autism spectrum disorder. Methods: The study evaluated the outcomes of 3 hours per week of therapist-delivered early start Denver model intervention (ESDM) over a 12-week period for four preschool-aged boys with autism spectrum disorder. The effects of intervention on communication, imitation, and engagement were evaluated using a non-concurrent multiple probe across participants design. Results: Following the intervention, all four children showed increases in imitation, engagement, and either functional utterances or intentional vocalizations. These results were maintained after 4 weeks and mostly generalized to each child's mother. Conclusion: These preliminary results suggest that low-intensity therapist delivered ESDM intervention may be of some benefit to children with autism spectrum disorder. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01