Improving Functional Language and Social Motivation with a Parent-Mediated Intervention for Toddlers with Autism Spectrum Disorder

被引:66
作者
Bradshaw, Jessica [1 ,2 ,3 ]
Koegel, Lynn Kern [2 ,3 ]
Koegel, Robert L. [2 ,3 ]
机构
[1] Emory Univ, Sch Med, Dept Pediat, Marcus Autism Ctr,Childrens Healthcare Atlanta, Atlanta, GA USA
[2] Univ Calif Santa Barbara, Counseling Clin Sch Psychol Dept, Santa Barbara, CA 93106 USA
[3] Univ Calif, Dept Psychiat, Palo Alto, CA USA
基金
美国国家卫生研究院;
关键词
Autism; Early intervention; Social communication; Toddlers; Pivotal response treatment; RANDOMIZED CONTROLLED-TRIAL; PIVOTAL RESPONSE TREATMENT; INFANTS AT-RISK; YOUNG-CHILDREN; DIAGNOSTIC STABILITY; EDUCATION-PROGRAMS; EARLY RECOGNITION; COMMUNICATION; SIBLINGS; ENGAGEMENT;
D O I
10.1007/s10803-017-3155-8
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
Recent research suggests that children with autism spectrum disorder (ASD) may now be reliably identified in later infancy, highlighting the need for empirically-validated interventions for infants and toddlers with early symptoms of ASD. Using a multiple baseline design across 15- to 21-month-old toddlers, this study implemented a brief, parent-mediated, Pivotal Response Treatment program, focusing on improving expressive communication. The results indicated that verbal communication improved as a consequence of the intervention, with concomitant improvements in untreated areas for all participants. Following the intervention, symptoms of autism decreased and parents reported satisfaction with the program's ease of implementation and observed child gains. The results are discussed in terms of developing very early interventions to improve developmental trajectories for infants and toddlers.
引用
收藏
页码:2443 / 2458
页数:16
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