A Specialized Program for Preschool Children With Autism

Handleman, Jan S.; Harris, Sandra; Kristoff, Barbara; Fuentes, Felicia; Alessandri, Michael

doi:10.1044/0161-1461.2203.107

Cited by 12 publications

(8 citation statements)

References 6 publications

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“…There are various models described in the literature on how EIBI can be implemented (Handleman and Harris 2001 ). These range from a full time placement in a center (or an institution), home-based programs directed either through a clinic or the parents themselves, to full time placement in mainstream pre-school with EIBI being implemented at home before or after pre-school and at the weekends.…”

mentioning

confidence: 99%

Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings

Eldevik¹,

Hastings

Jahr

et al. 2011

J Autism Dev Disord

133

152

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We evaluated outcomes for 31 children with autism (2–6 years of age at intake) who received behavioral intervention in mainstream pre-school settings and a comparison group of 12 children receiving treatment as usual. After 2 years, children receiving behavioral intervention had higher IQ scores (Hedges g = 1.03 (95% CI = .34, 1.72) and adaptive behavior composite scores (Hedges g = .73 (95% CI = .05, 1.36). Despite probably fewer intervention hours, these group level outcomes were comparable to studies providing more intensive intervention. Individual child data also showed positive results with 19.4% achieving change at a reliable level for IQ; but a lower percentage than found in recent meta-analysis research. Strengths and weaknesses of the mainstream pre-school delivery model are discussed.

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mentioning

confidence: 99%

Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings

Eldevik¹,

Hastings

Jahr

et al. 2011

J Autism Dev Disord

133

152

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“…The CARS has been shown to be useful with preschool children (DiLalla & Rogers, 1994;Perry, Condillac, & Freeman, 2002;Schopler et al, 1988), school-aged children (Schopler et al, 1988), adolescents (Mesibov, Schopler, Schaffer, & Michal, 1989), and samples with wide age ranges (Sevin, Matson, Coe, Fee, & Sevin, 1991;Sturmey, Matson, & Sevin, 1992;Tachimori, Osada, & Kurita, 2003;Van Bourgondien, Marcus, & Schopler, 1992). The CARS is commonly used in clinical intervention programs, such as the model early intervention programs defined by Handleman and Harris (2001), to capture participants' behavioral profiles and severity. Some researchers also use it as an outcome measure (e.g., Perry et al (2002)), whereby a drop in CARS scores indicates a favorable response to therapy.…”

Section: The Childhood Autism Rating Scale (Cars)mentioning

confidence: 99%

Evaluation of the characteristics of children with autism spectrum disorder in Vietnam

Nguyen

Tran²

2023

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Autism spectrum disorder (ASD) is a developmental disability that causes lifelong impairments in physical, psychological, and social functioning. This disorder manifests when a baby is still in the womb and is detected around 24 months of age. Sixty children who attended part-boarding individual hours were transported to the Nhan Tam Children's Education and Counseling Center and Quang Ngai Provincial Psychiatric Hospital for intervention and evaluation; they were assessed for ASD using the Childhood Autism Spectrum Disorder scale (CARS) and were the subjects of our study. Before their involvement, the researcher explained the purpose of the research to the participants and received their informed consent. The results showed that 75% of the children had a severe form of ASD, whereas 25% had a mild or moderate type. Indicators of verbal and nonverbal communication were prominent among children with ASD. In terms of average test scores, we found a difference between children of stable-income parents and those from disadvantaged households. This offers a basis for educators, clinicians, and sociologists to implement education, intervention, and treatment for children with ASD, as well as to enhance awareness about this condition so that parents pay more attention to their children.

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“…A recent meta-review analyzing systematic reviews on the effectiveness of interventions in autistic children and adolescents compared intervention approaches reported from HIC and LMIC ( Pervin et al, 2022 ). Results from the meta-review included 35 systematic reviews; 6 included comprehensive treatment programs addressing multiple developmental domains (e.g., communication skills, social skills, daily living skills, and sensory regulation), two of which were from LMIC; 14 included focused interventions targeting a specific behavioral or developmental problem such as joint attention, five of which were from LMIC; and 11 reviews included complementary and alternative medicine interventions (e.g., acupuncture, massage, herbal medicine), seven of which were from LMIC ( Handleman and Harris, 2001 ; Vismara and Rogers, 2008 ; Pervin et al, 2022 ). Results also reported that 15 reviews included delivery by non-specialists with 5 from LMIC; 4 reviews included medical interventions with two from LMIC; and 15 reviews examined technology-assisted interventions, two from LMIC ( Vismara and Rogers, 2008 ).…”

Section: Introductionmentioning

confidence: 99%

Psychosocial interventions for autistic children and adolescents delivered by non-specialists in low- and middle-income countries: a scoping review

Cherewick,

Daniel,

Shrestha

et al. 2023

Front. Psychol.

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BackgroundMost autistic individuals reside in low- and middle-income countries (LMIC) and have limited access to medical providers and specialists. Support for delivery of psychosocial interventions by non-specialists is growing to address this mental health care gap. This scoping review involved a systematic analysis of studies of non-specialist delivered psychosocial interventions for children and adolescents diagnosed with autism and living in low- and middle-income countries.MethodsThe primary objective of this review was to identify psychosocial interventions for autistic children and adolescents in LMIC delivered by non-specialists (parent, teacher, peer, community, multi-level) and to summarize resulting effects on targeted outcomes. The search strategy was completed in four databases with predetermined inclusion and exclusion criteria. The systematic search generated 3,601 articles. A total of 18 studies met inclusion/exclusion criteria. Data extraction was completed, and results summarized by; (1) participant sample; (2) intervention procedures; (3) implementation by non-specialists; (4) effect on evaluated outcomes; and (5) assessment of risk of bias. Studies examined a range of child and adolescent outcomes including assessment of communication skills, social skills, motor skills, functional and adaptive behaviors, emotional regulation, attention and engagement, sensory challenges, depression, anxiety, and quality of life. Several studies also evaluated intervention effects on family relationships, parent/caregiver stress and parent/caregiver mental health.ResultsCollectively, the 18 studies included a total of 952 ASC participants ranging in age from 2 to 16 years. Of the included studies, 8 studies were parent/caregiver-mediated, 1 study was peer-mediated, 2 studies were teacher-mediated, and 7 studies included multi-level non-specialist mediated components. Effects on evaluated outcomes are reported.ConclusionNon-specialist delivered interventions for autistic children and adolescents are effective for an array of outcomes and are particularly well suited for low- and middle-income countries. Implications for future research are discussed.

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A Specialized Program for Preschool Children With Autism

Cited by 12 publications

References 6 publications

Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings

Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings

Evaluation of the characteristics of children with autism spectrum disorder in Vietnam

Psychosocial interventions for autistic children and adolescents delivered by non-specialists in low- and middle-income countries: a scoping review

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