Effects of Parent‐Implemented Early Start Denver Model Intervention on Chinese Toddlers with Autism Spectrum Disorder: A Non‐Randomized Controlled Trial

Zhou, Bo; Xu, Qiong; Li, Huiping; Zhang, Ying; Wang, Yi; Rogers, Sally J.; Xu, Xiu

doi:10.1002/aur.1917

Cited by 88 publications

(100 citation statements)

References 40 publications

(67 reference statements)

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“…An additional five studies used an intervention approach that incorporated parent coaching but was primarily implemented by a professional. Four studies used a group-based approach: two studies trained parents in groups [ 21 , 22 ] and two studies used group-delivered ESDM [ 23 , 24 ]. Outcomes of studies that included parents did not show significantly higher outcomes than those that did not (B = 0.289, p = 0.39).…”

Section: Resultsmentioning

confidence: 99%

The Effects of the Early Start Denver Model for Children with Autism Spectrum Disorder: A Meta-Analysis

et al. 2020

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This meta-analysis examined the effects of the Early Start Denver Model (ESDM) for young children with autism on developmental outcome measures. The 12 included studies reported results from 640 children with autism across 44 unique effect sizes. The aggregated effect size, calculated using a robust variance estimation meta-analysis, was 0.357 (p = 0.024), which is a moderate effect size with a statistically significant overall weighted averaged that favored participants who received the ESDM compared to children in control groups, with moderate heterogeneity across studies. This result was largely driven by improvements in cognition (g = 0.412) and language (g = 0.408). There were no significant effects observed for measures of autism symptomology, adaptive behavior, social communication, or restrictive and repetitive behaviors.

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Section: Resultsmentioning

confidence: 99%

The Effects of the Early Start Denver Model for Children with Autism Spectrum Disorder: A Meta-Analysis

et al. 2020

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“…Accordingly, the findings reinforce calls and initiatives [e.g., Divan et al, 2015] for clinical-research to expand the scope of parent-mediation research to include families in low resource settings. Although a small number of studies examined the application of parent-mediated interventions in culturally, linguistically, and geographically diverse communities [e.g., Chiang, Chu, & Lee, 2016;Rahman et al, 2016;Zhou et al, 2018], the majority of studies to date have been conducted in the United States and United Kingdom and have featured predominantly white children. Our findings extend previous research in highlighting the inconsistent and, at times, complex array of eligibility criteria adhered to in the various studies.…”

Section: Discussionmentioning

confidence: 96%

Systematic review of factors that may influence the outcomes and generalizability of parent‐mediated interventions for young children with autism spectrum disorder

et al. 2019

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Parent mediated interventions have the potential to positively influence the interactions and developmental outcomes of children with autism spectrum disorder (ASD). However, a range of factors relating to children, parents and caregivers, and study design may impact on outcomes and thus the generalizability of these interventions to the broader community. The objective of this review was to examine factors that may influence the feasibility, appropriateness, effectiveness, and generalizability of parent mediated interventions for children with ASD. We conducted a systematic review, yielding 41 articles. There was substantial variability in the intervention type, intensity, and study quality. Notably, 46 different inclusion/exclusion criteria were reported across studies including factors relating to children's development, access to other services, comorbidities, parental factors, and access to the intervention. Fifteen articles included examination of 45 different factors potentially associated with, or influencing, intervention outcomes including child (e.g., language skills, ASD severity, cognition) and parent (e.g., adherence and fidelity, education) factors. Although there is clear evidence for an increasingly sophisticated (e.g., systematic phased research for some interventions) and diverse (e.g., studies in geographical diverse contexts including low-resource communities) approach to research examining parent mediated interventions, there remains a need for improved study quality and measurement consistency in research, including a detailed examination of factors that may predict, moderate, and mediate intervention effectiveness for children and their parents.Lay Summary: Parent mediated interventions-in which parents adapt their own behavior or deliver interventions to help their children learn-appear to be effective for some children with autism spectrum disorder. In this review, we identified a range of child, parent, and study design factors that may influence intervention outcomes and ultimately the uptake of these approaches in the community. We suggest that research in this area could be further improved by ensuring that studies include diverse groups of children and parents, and by using study designs that help to establish not only if interventions work, but for whom they work best and why.

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“…Dla najmłodszych dzieci wczesna interwencja realizowana jest przy pomocy Early Start Denver Model (metoda wczesnej interwencji terapeutycznej przeznaczona dla dzieci z zaburzeniami ze spektrum autyzmu w wieku od 12 miesięcy do 5 lat). Dla niektórych badaczy metoda ta jest najbardziej efektywna, o czym świadczą wyniki badań prowadzonych w wielu krajach (Dawson et al, 2010;Devescovi et al, 2016;Zhou et al, 2018). Jednakże badania prowadzone w tym zakresie wskazują, że postęp w rozwoju nie jest uzależniony od rodzaju zastosowanej metody ale od posiadanego przez dziecko potencjału rozwojowego w tym możliwości intelektualnych.…”

Section: Wprowadzenieunclassified

Wczesne wspomaganie rozwoju dziecka z ASD. Analiza przypadku

Płoszaj¹

2018

Studia Psychologica

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Celem artykułu jest ukazanie efektów podejmowanych działań skoncentrowanych na wspomaganiu rozwoju dzieci z ASD realizowanych w nurcie eklektycznym ukierunkowanym na poszukiwanie technik dostosowanych do indywidualnej osoby i jej problemów. Dzieci (w wieku 5–7 lat) poddane zostały dwuetapowej procedurze diagnostycznej (wstępnej i końcowej) testem PEP-R (Profil Psychoedukacyjny opracowany przez Schoplera). Pomiędzy pomiarami uczestniczyły w rocznym programie wspomagania rozwoju wykorzystującym techniki stymulacji integracji sensorycznej, stymulacji motoryki małej i dogoterapii. Uzyskane wyniki jednostkowe świadczą o efektywności zastosowanych propozycji, lecz nie pozwalają na wyprowadzenie ogólnych konkluzji. Mogą jednak stanowić przesłankę dla prowadzenia szerszego projektu badawczego oraz opracowania indywidualnie projektowanych programów wczesnej interwencji dla dzieci z ASD.

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Effects of Parent‐Implemented Early Start Denver Model Intervention on Chinese Toddlers with Autism Spectrum Disorder: A Non‐Randomized Controlled Trial

Cited by 88 publications

References 40 publications

The Effects of the Early Start Denver Model for Children with Autism Spectrum Disorder: A Meta-Analysis

The Effects of the Early Start Denver Model for Children with Autism Spectrum Disorder: A Meta-Analysis

Systematic review of factors that may influence the outcomes and generalizability of parent‐mediated interventions for young children with autism spectrum disorder

Wczesne wspomaganie rozwoju dziecka z ASD. Analiza przypadku

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