Using an Early Skills Assessment to Assess Outcome of Early Intensive Behavioral Intervention for Children with Autism

Autor/in	Parry-Cruwys, Diana
Titel	Using an Early Skills Assessment to Assess Outcome of Early Intensive Behavioral Intervention for Children with Autism
Quelle	(2013), (167 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Western New England University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-5005-3
Schlagwörter	Hochschulschrift; Dissertation; Autism; Thinking Skills; Play; Early Intervention; Toddlers; Preschool Children; Scores; Attention; Child Behavior; Comparative Analysis; Correlation; Clinical Diagnosis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Autismus; Denkfähigkeit; Spiel; Infant; Infants; Toddler; Kleinkind; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Aufmerksamkeit; Korrelation
Abstract	Intensive behavioral intervention for young children diagnosed with autism can produce large gains in social, cognitive, and language development. Although several studies have identified behaviors that are possible indicators of best outcome, changes in performance are typically measured using norm-referenced standardized scores referencing overall functioning level rather than observational measures of autism-specific deficits (i.e., social behavior) repeated over time. In the current study, 96 children with autism (CWA), aged 1 to 4, and 83 typically developing children (TDC) within the same age range were directly observed in the areas of cognitive skills, joint attention, play, and stereotypic behavior using a measure called the Early Skills Assessment Tool (ESAT; MacDonald et al., 2006). CWA were assessed at entry into an EIBI program and again after 1 year of treatment. Changes in performance were compared pre- and post-treatment as well as to the normative data by age. Results indicate age at entry (under 3 years) and cognitive skill at entry were correlated with higher levels of ESAT performance following treatment. Additional factors such as joint attention, appropriate play, and stereotypic behavior at entry are assessed to further identify the entry profile for CWA that predicts optimal outcome. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01