Chang Ya-Chih, Shire Stephanie Y, Shih Wendy, Gelfand Carolyn, Kasari Connie
California State University, Los Angeles, 5151 State University Dr., Los Angeles, CA, 90032, USA.
University of California, Los Angeles, CA, USA.
J Autism Dev Disord. 2016 Jun;46(6):2211-2223. doi: 10.1007/s10803-016-2752-2.
Few research-developed early intervention models have been deployed to and tested in real world preschool programs. In this study, teaching staff implemented a social communication modularized intervention, JASPER, in their daily program. Sixty-six preschool children with autism in twelve classrooms (12 teachers) were randomized to receive immediate JASPER training (IT) or were waitlisted (WL) for 3 months with a 1-month follow up. Measures of core deficits (initiations of joint engagement, joint attention gestures and language, play skills) and standardized cognitive measures were improved for IT over WL children. IT teachers achieved and maintained high fidelity. Teachers can implement evidence-based interventions with significant improvements in core deficits of their children with ASD.
很少有研究开发的早期干预模式在现实世界的学前教育项目中得到应用和测试。在本研究中，教师在日常教学中实施了一种社交沟通模块化干预措施JASPER。12个班级的66名自闭症学龄前儿童（12名教师）被随机分为两组，一组立即接受JASPER培训（IT组），另一组被列入候补名单（WL组），为期3个月，并进行1个月的随访。与WL组儿童相比，IT组儿童在核心缺陷（共同参与发起、共同注意手势和语言、游戏技能）和标准化认知测量方面均有改善。IT组教师实现并维持了高保真度。教师可以实施基于证据的干预措施，使自闭症谱系障碍儿童的核心缺陷得到显著改善。
