University of California, Los Angeles, USA.
Autism. 2018 Apr;22(3):299-310. doi: 10.1177/1362361316674092. Epub 2016 Dec 21.
Children with autism spectrum disorder experience delays in the development of nonverbal social communication gestures to request and to share (joint attention) as well as play skills such that intervention is required. Although such tools exist in research settings, community stakeholders also require access to brief, simple, and reliable tools to assess students' skills and set appropriate intervention targets. This study includes a sequence of two trials to examine implementation outcomes including adoption, fidelity, and feasibility of The Short Play and Communication Evaluation by educational professionals who work with preschoolers and toddlers with autism spectrum disorder in low-resource community classrooms. Findings demonstrate that classroom staff can deliver the Short Play and Communication Evaluation with high fidelity, collect live data, and set appropriate social communication and play skill targets for use in intervention. Furthermore, study 2 demonstrates that modifications to the study protocol resolved differences in children's skill profile obtained from the established research measures.
自闭症谱系障碍儿童在非言语社交沟通手势的发展上存在延迟，例如请求和分享（共同注意力）以及游戏技能，因此需要进行干预。虽然在研究环境中存在这样的工具，但社区利益相关者也需要获得简短、简单和可靠的工具来评估学生的技能，并设定适当的干预目标。本研究包括两个试验序列，以检查教育专业人员实施的结果，包括采用、保真度和可行性，这些专业人员在资源匮乏的社区教室中与自闭症谱系障碍的学龄前和学步儿童一起工作。研究结果表明，课堂工作人员可以高度保真地提供短期游戏和沟通评估，收集实时数据，并为干预设定适当的社交沟通和游戏技能目标。此外，研究 2 表明，对研究方案的修改解决了从既定研究措施中获得的儿童技能特征的差异。
