Department of Psychology, Swansea University, Swansea, UK.
Autism. 2010 Jan;14(1):67-82. doi: 10.1177/1362361309340030.
The effectiveness of three local authority early teaching interventions for children with autism spectrum disorders (ASDs) was studied. Thirty-three children (2:6 to 4:0 years old) received one of three early teaching interventions: a 1:1 home-based programme, and two different forms of special nursery placement. Measures from the Psycho-Educational Profile, British Abilities Scale, and Vineland Adaptive Behavior Scales were taken over a 10 month period. The study showed moderate effect sizes for improvements in all scales for children attending a generalized special nursery placement, and for those attending a special nursery placement solely for children with ASDs. Children receiving a home-based 1:1 programme with similar intervention hours showed moderate effect sizes for the PEP and BAS but not for the VABS. These data show that special nursery placements can offer benefits to children with ASDs, especially in the area of adaptive behavioural functioning.
研究了三种地方当局针对自闭症谱系障碍（ASD）儿童的早期教学干预措施的有效性。33 名儿童（2:6 至 4:0 岁）接受了以下三种早期教学干预措施之一：一对一的家庭计划，以及两种不同形式的特殊幼儿园安置。在 10 个月的时间里，使用心理教育概况、英国能力量表和文兰适应行为量表进行了测量。研究表明，对于参加普及性特殊幼儿园安置的儿童，以及对于专门为 ASD 儿童开设的特殊幼儿园安置的儿童，所有量表的改善都具有中等的效果大小。接受具有类似干预时间的家庭 1:1 计划的儿童在 PEP 和 BAS 方面表现出中等的效果大小，但在 VABS 方面则没有。这些数据表明，特殊幼儿园安置可以为 ASD 儿童带来益处，特别是在适应行为功能方面。
