Literaturnachweis - Detailanzeige
Autor/inn/en | Vivanti, Giacomo; Dissanayake, Cheryl; Zierhut, Cynthia; Rogers, Sally J. |
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Titel | Brief Report: Predictors of Outcomes in the Early Start Denver Model Delivered in a Group Setting |
Quelle | In: Journal of Autism and Developmental Disorders, 43 (2013) 7, S.1717-1724 (8 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0162-3257 |
DOI | 10.1007/s10803-012-1705-7 |
Schlagwörter | Autism; Preschool Children; Response to Intervention; Outcomes of Treatment; Cognitive Ability; Interpersonal Competence; Age Differences; Goal Orientation; Imitation; Child Development; Pervasive Developmental Disorders Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Denkfähigkeit; Interpersonale Kompetenz; Age; Difference; Age difference; Altersunterschied; Zielorientierung; Zielvorstellung; Kindesentwicklung |
Abstract | There is a paucity of studies that have looked at factors associated with responsiveness to interventions in preschoolers with autism spectrum disorder (ASD). We investigated learning profiles associated with response to the Early Start Denver Model delivered in a group setting. Our preliminary results from 21 preschool children with an ASD aged 2- to 5-years suggest that the children with more advanced skills in functional use of objects, goal understanding and imitation made the best developmental gains after 1 year of treatment. Cognitive abilities, social attention, intensity of the treatment and chronological age were not associated with treatment gains. (As Provided). |
Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |