Learning through Interaction in Children with Autism: Preliminary Data from a Social-Communication-Based Intervention

Autor/inn/en	Casenhiser, Devin M.; Shanker, Stuart G.; Stieben, Jim
Titel	Learning through Interaction in Children with Autism: Preliminary Data from a Social-Communication-Based Intervention
Quelle	In: Autism: The International Journal of Research and Practice, 17 (2013) 2, S.220-241 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361311422052
Schlagwörter	Pervasive Developmental Disorders; Autism; Young Children; Comparative Analysis; Therapy; Intervention; Interpersonal Communication; Communication Skills; Social Development; Interpersonal Relationship; Program Effectiveness; Family Programs; Parent Child Relationship; Skill Development; Foreign Countries; Mothers; Educational Attainment; Language Usage; Marital Status; Family Income; Attention; Compliance (Psychology); Interaction; Parents; Affective Behavior; Thinking Skills; Psychological Patterns; Language Acquisition; Canada; Canada (Toronto); Preschool Language Scale; Autism Diagnostic Observation Schedule; Bayley Scales of Infant Development; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Autismus; Frühe Kindheit; Therapie; Interpersonale Kommunikation; Kommunikationsstil; Soziale Entwicklung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Family program; Familienprogramm; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Mother; Mutter; Bildungsabschluss; Bildungsgut; Sprachgebrauch; Familienstand; Familieneinkommen; Aufmerksamkeit; Interaktion; Eltern; Affective disturbance; Active behaviour; Affektive Störung; Denkfähigkeit; Sprachaneignung; Spracherwerb; Kanada
Abstract	The study evaluates a social-communication-based approach to autism intervention aimed at improving the social interaction skills of children with autism spectrum disorder. We report preliminary results from an ongoing randomized controlled trial of 51 children aged 2 years 0 months to 4 years 11 months. Participants were assigned to either a target treatment or community treatment group. Families in the target treatment group were given 2 hours of therapy and coaching each week in an intervention emphasizing social-interaction and the parent-child relationship. Children in the community treatment group received a variety of services averaging 3.9?hours per week. After 12 months, outcomes were measured to determine changes in the groups in social interaction and communication. In addition, a regression analysis was conducted to determine whether changes in social interaction skills were associated with language development. Results suggest that children in the treatment group made significantly greater gains in social interaction skills in comparison to the community treatment group, but no between-group differences were found for standard language assessments. Initiation of joint attention, involvement, and severity of language delay were found to be significantly associated with improvement of language skills in children with autism. Finally caregiver skills targeted by the intervention were found to be significantly associated with changes in children's interaction skills. (Contains 4 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10