Inclusion for toddlers with autism spectrum disorders

Stahmer, Aubyn C.; Akshoomoff, Natacha; Cunningham, Allison B.

doi:10.1177/1362361310392253

Cited by 47 publications

(36 citation statements)

References 19 publications

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“…Alternatively, other programs begin with the use of the most naturalistic strategies and increase structure if a child does not progress. An example of this is the Alexa’s PLAYC inclusion program (formerly Children’s Toddler School or CTS), a community program based in Southern California in which evidence-based, developmental and behavioral techniques are combined to serve young children with autism and their typically developing peers (see Stahmer and Ingersoll, 2004 and Stahmer et al, in press for a detailed description of the program. At Alexa’s PLAYC, children receive a baseline level of structure (e.g., consistent daily routine, transition signals), developmentally appropriate programming and use of developmental strategies.…”

Section: Current Systematic Methods Of Individualization and Integmentioning

confidence: 99%

“…For example, one study examined outcomes for a group of 102 children diagnosed with an ASD at age 2 who attended an inclusive toddler program, Alexa’s PLAYC until age 3. In quasi-experimental pre/post studies of 100 children who participated in the program, significant improvements, with large effect sizes were found in developmental level, adaptive behavior and communication (Stahmer et al, in press). Thirty-one of the children (31%) were functioning in the typically developing range when they exited the program at age 3, after an average of 8 months of intervention.…”

Section: Current Systematic Methods Of Individualization and Integmentioning

confidence: 99%

“…Several inclusive early intervention programs have documented excellent child progress, and report that the majority of children who exit their programs have functional verbal communication skills and are mainstreamed into typical school environments (McGee et al, 1994, 2000; Schwartz et al, 2004; Stahmer et al, in press; Stahmer and Ingersoll, 2004; Strain and Cordisco, 1994). Of course, as is the case for most programs for children with ASD, there is a great deal of variability across children in program outcome in all settings that have been studied and a dearth of data to inform differential placement for individual children.…”

Section: Individualization Based On Service Setting and Systemmentioning

confidence: 99%

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Toward a technology of treatment individualization for young children with autism spectrum disorders

2011

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Although the etiology of autism spectrum disorders (ASD) and early development of the ASD are not yet well understood, recent research in the field of autism has heavily emphasized the importance of early intervention (i.e. treatment before the age of 4 years). Currently, several methods have been demonstrated to be efficacious with some children however no treatment completely ameliorates the symptoms of ASD or works for all children with the disorder. The heterogeneity and developmental nature of the disorder make it unlikely that one specific treatment will be best for all children, or will work for any one child throughout his or her educational career. Thus, this paper examines early research validating different technologies for individualizing treatment. A discussion of current research on pre-treatment characteristics associated with differential outcomes in treatment, including child, family, and practitioner variables; and how specific intervention techniques address each of those pre-treatment characteristics is provided. The ultimate goal of this line of research is to enable practitioners to prospectively tailor treatments to specific children and increase the overall rate of positives outcomes for children with autism. Research that furthers understanding of how to match clients with efficacious treatments will decrease the outcome variability that characterizes early intervention research at present, and provide for the most efficient allocation of resources during the critical early intervention time-period. This type of research is in its infancy, but is imperative if we are to determine a priori which treatment method will be most effective for a specific child.

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Section: Current Systematic Methods Of Individualization and Integmentioning

confidence: 99%

Section: Current Systematic Methods Of Individualization and Integmentioning

confidence: 99%

Section: Individualization Based On Service Setting and Systemmentioning

confidence: 99%

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Toward a technology of treatment individualization for young children with autism spectrum disorders

2011

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“…Early intervention appears to lessen the effects of autism and children with ASD appear most able to benefit when intervention begins very early (2-4 years old) [28], [29]. Toddlers, who attended an early intervention program, appear to benefit from this, since 31% of those children were functioning in the typical developing range after the intervention [30].…”

Section: Related Workmentioning

confidence: 99%

Facial expression recognition teaching to preschoolers with autism

Christinaki

Vidakis

Triantafyllidis

2013

Proceedings of the 6th Balkan Conference in Informatics

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The recognition of facial expressions is important for the perception of emotions. Understanding emotions is essential in human communication and social interaction. Children with autism have been reported to exhibit deficits in the recognition of affective expressions. Their difficulties in understanding and expressing emotions lead to inappropriate behavior derived from their inability to interact adequately with other people. Those deficits seem to be rather permanent in individuals with autism so intervention tools for improving those impairments are desirable. Educational interventions for teaching emotion recognition from facial expressions should occur as early as possible in order to be successful and to have a positive effect. It is claimed that Serious Games can be very effective in the areas of therapy and education for children with autism. However, those computer interventions require considerable skills for interaction. Before the age of 6, most children with autism do not have such basic motor skills in order to manipulate a mouse or a keyboard. Our approach takes account of the specific characteristics of preschoolers with autism and their physical inabilities. By creating an educational computer game, which provides physical interaction by employing natural user interface (NUI), we aim to support early intervention and to foster facial expression learning.

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“…Research on these approaches has shown promising results (e.g. Dawson et al, 2010;Ingersoll and Wainer, 2013;Stahmer et al, 2011a). These interventions highlight the utility of both models and reveal the pointless nature of the debate over which side is "best" for ASD.…”

Section: Research-article2014mentioning

confidence: 99%

Effective strategies by any other name

Stahmer¹

2014

Autism

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Inclusion for toddlers with autism spectrum disorders

Cited by 47 publications

References 19 publications

Toward a technology of treatment individualization for young children with autism spectrum disorders

Toward a technology of treatment individualization for young children with autism spectrum disorders

Facial expression recognition teaching to preschoolers with autism

Effective strategies by any other name

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