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1.
Psicol. educ. (Madr.) ; 26(2): 95-100, jul.-dic. 2020. tab
Artigo em Inglês | IBECS | ID: ibc-197244

RESUMO

It is known that alterations in Down syndrome (DS) occur at cognitive and language levels that affect the acquisition of reading and academic skills. The aim of this study is to know which neuropsychological variables predict the potential efficacy of early intervention in reading in this population with a program traditionally used with this population. Thirty-eight children of around 5 years of age with DS who were immersed in an early childhood care program participated in the study, 20 of them were immersed in a reading program. Significant differences were found at neurocognitive and linguistic level, especially in the experimental group at neurocognitive level, with achievements in reading and writing at early ages. In addition to this, two variables were found to predict reading acquisition. As conclusion, the effectiveness of the reading program and its benefits at neuropsychological and psycholinguistic levels in the development of this group of children with DS at an early age was revealed


Se sabe que en el síndrome de Down (SD) se producen alteraciones a nivel cognitivo y del lenguaje que afectan la adquisición de habilidades académicas y de lectura. El objetivo de este trabajo ha sido conocer qué variables neuropsicológicas predicen la eficacia potencial de la intervención temprana en la lectura en esta población con un programa que se usa tradicionalmente con la misma. En el estudio participaron 38 niños con SD de alrededor de 5 años que estaban inmersos en un programa de cuidado de la primera infancia, de los cuales 20 estaban inmersos en un programa de lectura. Como resultados, se observan diferencias significativas a nivel neurocognitivo y lingüístico, especialmente en el primero en el grupo experimental, con logros en lectura y escritura a edades tempranas. Además, hay dos variables que predicen la adquisición de la lectura. En conclusión, se comprueba la efectividad del programa de lectura y sus beneficios a nivel neuropsicológico y psicolingüístico en el desarrollo de este grupo de niños con SD a una edad temprana


Assuntos
Humanos , Masculino , Feminino , Pré-Escolar , Criança , Intervenção Educacional Precoce/métodos , Síndrome de Down/reabilitação , Leitura , Testes Neuropsicológicos
2.
PLoS One ; 15(5): e0232335, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32379778

RESUMO

OBJECTIVES: Although the American Academy of Pediatrics recommends screening for autism spectrum disorder (ASD) for all young children, disparities in ASD diagnosis and intervention in minority children persist. One potential contributor to disparities could be whether physicians take different actions after an initial positive screen based on patient demographics. This study estimated factors associated with physicians completing the follow-up interview for the Modified Checklist for Autism in Toddlers with Follow-up (M-CHAT-F), and referring children to diagnostic services, audiology, and Early Intervention (EI) immediately after a positive screen. METHODS: Children seen in a large primary care network that has implemented universal ASD screening were included if they screened positive on the M-CHAT parent questionnaire during a 16-30 month well child visit (N = 2882). Demographics, screening results, and referrals were extracted from the electronic health record. RESULTS: Children from lower-income families or on public insurance were more likely to have been administered the follow-up interview. Among children who screened positive, 26% were already in EI, 31% were newly referred to EI, 11% were referred each to audiology and for comprehensive ASD evaluation. 40.2% received at least one recommended referral; 3.7% received all recommended referrals. In adjusted multivariable models, male sex, white versus black race, living in an English-speaking household, and having public insurance were associated with new EI referral. Male sex, black versus white race, and lower household income were associated with referral to audiology. Being from an English-speaking family, white versus Asian race, and lower household income were associated with referral for ASD evaluation. A concurrent positive screen for general developmental concerns was associated with each referral. CONCLUSIONS: We found low rates of follow-up interview completion and referral after positive ASD screen, with variations in referral by sex, language, socio-economic status, and race. Understanding pediatrician decision-making about ASD screening is critical to improving care and reducing disparities.


Assuntos
Transtorno do Espectro Autista/diagnóstico , Fidelidade a Diretrizes/tendências , Programas de Rastreamento/métodos , Transtorno Autístico/diagnóstico , Lista de Checagem , Pré-Escolar , Tomada de Decisões , Intervenção Educacional Precoce/métodos , Intervenção Educacional Precoce/tendências , Registros Eletrônicos de Saúde , Feminino , Humanos , Lactente , Masculino , Grupos Minoritários , Pediatria/métodos , Pediatria/tendências , Médicos/psicologia , Atenção Primária à Saúde , Encaminhamento e Consulta , Inquéritos e Questionários
3.
Pediatr Clin North Am ; 67(3): 469-479, 2020 06.
Artigo em Inglês | MEDLINE | ID: mdl-32443987

RESUMO

Many children in the United States are performing below basic standards in reading, mathematics, and writing. Children at risk for academic problems often have comorbid classroom behavior problems and/or are diagnosed with high-incidence disabilities. Early intervention to prevent academic problems is a key goal of school-wide response-to-intervention models. The goal of school-based instructional intervention is to increase children's strength of responding so basic academic skills can be combined to solve more complex tasks. Parents and caregivers can support intervention efforts at school by engaging in frequent communication with student assistance teams and helping children with academic work completion at home.


Assuntos
Transtornos do Comportamento Infantil/terapia , Intervenção Educacional Precoce/métodos , Escolaridade , Deficiências da Aprendizagem/terapia , Criança , Transtornos do Comportamento Infantil/complicações , Avaliação Educacional , Humanos , Deficiências da Aprendizagem/complicações , Programas de Rastreamento , Matemática , Leitura , Estados Unidos , Redação
4.
Pediatrics ; 145(5)2020 05.
Artigo em Inglês | MEDLINE | ID: mdl-32327449

RESUMO

As the technical ability for genetic diagnosis continues to improve, an increasing number of diagnoses are made in infancy or as early as the neonatal period. Many of these diagnoses are known to be associated with developmental delay and intellectual disability, features that would not be clinically detectable at the time of diagnosis. Others may be associated with cognitive impairment, but the incidence and severity are yet to be fully described. These neonates and infants with genetic diagnoses therefore represent an emerging group of patients who are at high risk for neurodevelopmental disabilities. Although there are well-established developmental supports for high-risk infants, particularly preterm infants, after discharge from the NICU, programs specifically for infants with genetic diagnoses are rare. And although previous research has demonstrated the positive effect of early developmental interventions on outcomes among preterm infants, the impact of such supports for infants with genetic disorders who may be born term, remains to be understood. We therefore review the literature regarding existing developmental assessment and intervention approaches for children with genetic disorders, evaluating these in the context of current developmental supports postdischarge for preterm infants. Further research into the role of developmental support programs for early assessment and intervention in high-risk neonates diagnosed with rare genetic disorders is needed.


Assuntos
Deficiências do Desenvolvimento/psicologia , Deficiências do Desenvolvimento/terapia , Doenças Genéticas Inatas/psicologia , Doenças Genéticas Inatas/terapia , Deficiências do Desenvolvimento/diagnóstico , Intervenção Educacional Precoce/métodos , Doenças Genéticas Inatas/diagnóstico , Humanos , Recém-Nascido , Recém-Nascido Prematuro/fisiologia , Doenças do Prematuro/diagnóstico , Doenças do Prematuro/psicologia , Doenças do Prematuro/terapia
5.
Adv Cancer Res ; 146: 115-137, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32241386

RESUMO

Human papillomavirus (HPV) infection is the primary risk factor for cervical cancer. While the HPV vaccine significantly reduces the risk of HPV infection and subsequent cervical cancer diagnosis, underuse is linked to lack of knowledge of its effectiveness in preventing cervical cancer. The purpose of this study was to evaluate a cancer educational intervention (titled "MOVENUP") to improve knowledge of cervical cancer, HPV, and the HPV vaccine among predominantly African American communities in South Carolina. The MOVENUP cancer educational intervention was conducted among participants residing in nine South Carolina counties who were recruited by community partners. The 4.5-h MOVENUP cancer educational intervention included a 30-min module on cervical cancer, HPV, and HPV vaccination. A six-item investigator-developed instrument was used to evaluate pre- and post-intervention changes in knowledge related to these content areas. Ninety-three percent of the 276 participants were African American. Most participants reporting age and gender were 50+ years (73%) and female (91%). Nearly half of participants (46%) reported an annual household income <$40,000 and 49% had not graduated from college. Statistically significant changes were observed at post-test for four of six items on the knowledge scale (P<0.05), as compared to pre-test scores. For the two items on the scale in which statistically significant changes were not observed, this was due primarily due to a baseline ceiling effect.


Assuntos
Intervenção Educacional Precoce/métodos , Grupos Étnicos/psicologia , Conhecimentos, Atitudes e Prática em Saúde , Infecções por Papillomavirus/prevenção & controle , Vacinas contra Papillomavirus/uso terapêutico , Neoplasias do Colo do Útero/prevenção & controle , Vacinação/psicologia , Feminino , Educação em Saúde , Humanos , Papillomaviridae/isolamento & purificação , Infecções por Papillomavirus/complicações , Infecções por Papillomavirus/virologia , Neoplasias do Colo do Útero/epidemiologia , Neoplasias do Colo do Útero/virologia
6.
Medicine (Baltimore) ; 99(12): e19549, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-32195962

RESUMO

BACKGROUND: Evidences suggest that cognitive training facilitates cognitive function, and most studies have targeted adults and children older than 4 years of age. This study investigated the applicability and efficacy of a tablet computer-based cognitive training program for young children with cognitive impairment of cognitive age between 18 and 36 months. METHODS: Thirty-eight children were randomly assigned to the intervention (n = 20, administered a tablet computer-based cognitive training program, for 30 minutes per session and twice a week over a period of 12 weeks) and control (n = 18, received the traditional rehabilitation program) groups. Mental scale of Bayley Scales of Infant Development II (BSID II), Pediatric Evaluation of Disability Inventory (PEDI), interest/persistence domain of the Laboratory Temperament Assessment Battery (LAP-TAB), Early Childhood Behavior Questionnaire (ECBQ), and Goal Attainment Scale (GAS) were evaluated before and after 12 weeks of therapeutic intervention. RESULTS: The tablet computer-based cognitive training program was applicable to all children in the intervention group without any problems including irritable behavior or obsession about a tablet computer. After 12 weeks, Mental scale of BSID II, PEDI (social function), LAB-TAB (observation), LAB-TAB (manipulation), and GAS showed statistically significant improvements in the intervention group, compared with the values in the control group (P < .05). After adjusting for the pre-treatment measurements and cognitive age, the tablet computer-based cognitive training program had significant effect on the post-treatment measurements of Mental scale of BSID II, PEDI (social function), LAB-TAB (observation), LAB-TAB (manipulation), and GAS (P < .05). There was no association between the change in the scores and the severity of cognitive delay in the most of the measurements, however, the self-care domain of PEDI showed a negative association with the severity of the cognitive delay (r = -0.462, P = .04). CONCLUSIONS: Application of a tablet computer-based cognitive training program was feasible and showed improvements in cognitive function in young children with cognitive impairment of cognitive age between 18 and 36 months, regardless of the severity of the cognitive delay. But severe cognitive delay can be related with less improvement in the self-care domain of PEDI. TRIAL REGISTRATION NUMBER: https://cris.nih.go.kr (KCT0002889).


Assuntos
Terapia Cognitivo-Comportamental/instrumentação , Disfunção Cognitiva/terapia , Computadores de Mão/estatística & dados numéricos , Intervenção Educacional Precoce/métodos , Criança , Pré-Escolar , Cognição/fisiologia , Terapia Cognitivo-Comportamental/métodos , Disfunção Cognitiva/diagnóstico , Avaliação da Deficiência , Feminino , Humanos , Lactente , Masculino , Avaliação de Resultados em Cuidados de Saúde , Índice de Gravidade de Doença
7.
Dev Med Child Neurol ; 62(5): 569-574, 2020 05.
Artigo em Inglês | MEDLINE | ID: mdl-32065385

RESUMO

Currently, coaching is increasingly applied to foster the involvement of families with an infant or young child with special needs in early intervention and paediatric rehabilitation. Coaching practices are included in many forms of intervention and are regarded as essential to reach beneficial outcomes for the child and family. There are, however, many ambiguities that blur the concept of coaching and hamper its understanding and integration as an evidence-based approach in early intervention and paediatric rehabilitation: lack of differentiation between coaching and training of families, for example. Challenges to incorporate coaching into professional practice relate to adult learning processes and knowledge acquisition, and transformation of attitudes, beliefs, and treatment habits. In this paper, we review the barriers encountered and the possibilities available to promote successful implementation of coaching in early childhood interventions. WHAT THIS PAPER ADDS: Literature defines coaching ambiguously, which hampers its implementation in early intervention. The term 'coaching' should be reserved for relationship-directed, family-centred intervention.


Assuntos
Intervenção Educacional Precoce/métodos , Tutoria/métodos , Pediatria/métodos , Reabilitação/métodos , Criança , Medicina de Família e Comunidade/métodos , Humanos , Relações Pais-Filho , Relações Profissional-Família
8.
J Autism Dev Disord ; 50(8): 3005-3017, 2020 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-32067147

RESUMO

Preschoolers on the autism spectrum are at risk of persistent language and literacy difficulties thus research into shared book reading (SBR) in this group is important. We observed 47 parents and their verbal preschoolers on the spectrum sharing two unfamiliar picture books and coded the interactions for parent and child behaviors. Parents were able to engage their child in SBR and demonstrated a range of print- and meaning-related SBR behaviors with no evidence of a focus on print. Multiple regressions showed direct effects of parents' explicit teaching of story structure and use of questions on their children's verbal participation. Further research is needed to unpack the potential transactional relationships between parent and child SBR behaviors to inform early intervention.


Assuntos
Transtorno do Espectro Autista/psicologia , Livros , Linguagem Infantil , Intervenção Educacional Precoce/métodos , Pais , Leitura , Criança , Pré-Escolar , Família , Feminino , Humanos , Masculino
9.
Infant Ment Health J ; 41(3): 411-425, 2020 05.
Artigo em Inglês | MEDLINE | ID: mdl-32057134

RESUMO

This study explored the prevalence of expulsion in home-based child care (HBCC) settings using a nationally representative sample of HBCC providers from the National Survey of Early Care and Education. In addition to prevalence, enrollment and provider characteristics that predicted expulsion were examined. Although there is increasing awareness of the prevalence of early childhood suspension and expulsion in early care and education settings and the negative effects it has on children's development, few studies have included or focused on HBCC, where many children receive care. This study highlights that many home-based providers, especially listed providers, report that they expelled at least one child within the last year. Significant predictors of expulsion emerged, including enrollment characteristics such as caring for children with disabilities, enrolling more children, and caring for children unrelated to the provider. Provider characteristics, including years of experience, provider education, and provider age, also predicted provider report of expulsion. These results provide insight as to possible strategies that may be effective in reducing expulsion rates in this caregiving context.


Assuntos
Cuidado da Criança , Intervenção Educacional Precoce , Serviços de Assistência Domiciliar , Criança , Cuidado da Criança/ética , Cuidado da Criança/métodos , Cuidado da Criança/psicologia , Cuidado da Criança/estatística & dados numéricos , Desenvolvimento Infantil , Pré-Escolar , Intervenção Educacional Precoce/ética , Intervenção Educacional Precoce/métodos , Intervenção Educacional Precoce/estatística & dados numéricos , Saúde da Família , Feminino , Previsões , Serviços de Assistência Domiciliar/organização & administração , Serviços de Assistência Domiciliar/estatística & dados numéricos , Humanos , Masculino , Saúde Mental , Determinação de Necessidades de Cuidados de Saúde , Prevalência
10.
Infant Ment Health J ; 41(3): 327-339, 2020 05.
Artigo em Inglês | MEDLINE | ID: mdl-32045009

RESUMO

Young children of color-especially boys-are at disproportionate risk for suspension and expulsion from early care and education settings. Infant and Early Childhood Mental Health Consultation (IECMHC) is an approach associated with lower than expected expulsion rates, but the mechanisms through which it may influence preschool expulsion are unknown. This paper reflects on the parallels between IECMHC and interventions created to reduce implicit bias. Based on interviews with leaders in IECMHC practice, implementation, and evaluation, a theoretical framework was created to articulate how IECMHC is hypothesized to affect expulsion by first reducing the influence of implicit bias on disciplinary decisions. Implications for practice and research are provided.


Assuntos
Comportamento Infantil , Saúde da Criança/normas , Saúde Mental , Encaminhamento e Consulta/organização & administração , Comportamento Infantil/ética , Comportamento Infantil/psicologia , Desenvolvimento Infantil , Serviços de Saúde da Criança/normas , Bem-Estar da Criança , Pré-Escolar , Intervenção Educacional Precoce/ética , Intervenção Educacional Precoce/métodos , Grupos Étnicos , Humanos , Masculino , Homens/psicologia , Saúde Mental/etnologia , Saúde Mental/normas , Pediatria/métodos , Pediatria/normas , Psicologia Educacional , Fatores de Risco
11.
J Autism Dev Disord ; 50(4): 1364-1379, 2020 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-31925669

RESUMO

This study aimed to provide initial validity and reliability of the Measure of NDBI Strategy Implementation-Caregiver Change (MONSI-CC), a novel measure that captures changes in caregivers' implementation of NDBI strategies during early intervention. The MONSI-CC was applied to 119 observations of 43 caregiver-child dyads of preschoolers with autism spectrum disorders (ASD). The MONSI-CC showed high inter-rater and test-retest reliability and captured significant improvements in caregivers' implementation of NDBI strategies. Significant associations between improvements in caregiver NDBI implementation and improvements in the child's ASD symptoms also emerged. Our work shows promising evidence for the utility of the MONSI-CC to evaluate implementation of NDBI strategies by caregivers as a mediating and moderating factor for treatment effects on children with ASD.


Assuntos
Transtorno do Espectro Autista/reabilitação , Cuidadores/normas , Intervenção Educacional Precoce/normas , Cuidadores/psicologia , Criança , Pré-Escolar , Intervenção Educacional Precoce/métodos , Família/psicologia , Feminino , Humanos , Masculino , Avaliação de Resultados em Cuidados de Saúde , Reprodutibilidade dos Testes
12.
J Autism Dev Disord ; 50(3): 844-863, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-31776882

RESUMO

This RCT study examined efficacy of a preschool peer social intervention (PPSI) in facilitating social engagement of preschoolers with high-functioning ASD (HFASD; N = 65). HFASD participants were randomly assigned by preschool to a 6-month intervention (play, interaction, or conversation) or a waitlisted-treatment-as-usual control group. Trained on-site therapists led the PPSI in preschools, in small (n = 3-4) mixed (HFASD/typical) groups. Results showed that all intervention groups improved over time, each mainly in its own targeted peer-engagement domain, but the control group even deteriorated on some measures. Intervention groups also showed generalization to untrained domains (adaptive skills) and settings (play complexity during preschool activities). It is advised that individualized needs-based holistic peer intervention, comprising all three domains, should be part of early ASD intervention.


Assuntos
Transtorno do Espectro Autista/terapia , Terapia Comportamental/métodos , Intervenção Educacional Precoce/métodos , Habilidades Sociais , Comportamento Verbal , Pré-Escolar , Feminino , Humanos , Idioma , Masculino , Grupo Associado , Jogos e Brinquedos
13.
J Autism Dev Disord ; 50(3): 864-880, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-31802319

RESUMO

This single-case investigation was designed to evaluate the effects of telehealth training on practitioner implementation of a naturalistic developmental behavioral intervention (NDBI). Six general education preschool practitioners engaged in an intervention with six children with varying disabilities in inclusive classroom settings. The telehealth training package included a collaborative approach to intervention planning, online training module, video self-evaluation, and performance feedback via videoconferencing. Following telehealth training, practitioners reached criteria for implementation fidelity and increased communication opportunities. Additionally, child participants increased communication behaviors above baseline levels. All behaviors generalized to a different activity context and maintained over time. Social validity was measured and results suggest high levels of acceptability for the telehealth training package.


Assuntos
Terapia Comportamental/métodos , Instrução por Computador/métodos , Intervenção Educacional Precoce/métodos , Pessoal de Saúde/educação , Telemedicina/métodos , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade
14.
J Autism Dev Disord ; 50(3): 1088-1094, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-31823216

RESUMO

Use of empirically unsupported practices is a challenge in the field of autism spectrum disorder (ASD). We explored whether attitudes and perceived evidence were linked to intended practice use in early intervention staff. Seventy-one participants completed ratings of the evidence base, current and future use of six ASD intervention practices, and reported attitudes to research and evidence-based practice. Participants reported greater use and rated the evidence base higher for the empirically supported practices. However, variability in accuracy of evidence base ratings was observed across individuals. Higher perceived evidence was linked to greater future use intentions for empirically supported and unsupported practices. The need for accurate information across practice types is highlighted. Self-report methodology limitations and future research directions are discussed.


Assuntos
Transtorno do Espectro Autista/terapia , Intervenção Educacional Precoce/métodos , Prática Clínica Baseada em Evidências/métodos , Conhecimentos, Atitudes e Prática em Saúde , Adulto , Transtorno do Espectro Autista/psicologia , Feminino , Humanos , Masculino
15.
Disabil Health J ; 13(1): 100832, 2020 01.
Artigo em Inglês | MEDLINE | ID: mdl-31416772

RESUMO

BACKGROUND: Recently, the concept of "family-centered" practice was integrated into early intervention programs in Japan. Services provided through early intervention can result in beneficial family outcomes. We previously validated the Family Outcomes Survey-Revised (FOS-R) for use in Japan, but the impact on families was not evaluated. OBJECTIVES: To evaluate potential impacts of early intervention on family outcomes and factors associated with outcome attainment. METHOD: An anonymous, self-administered questionnaire was given to mothers of pre-school-age children with disabilities who were currently receiving early intervention at one of 12 development support centers across Japan. We evaluated scores of the Japanese version of the FOS-R using multivariable random effect models. RESULTS: Data from a total of 394 mothers were analyzed. Longer duration of early intervention was positively associated with family outcomes (<12 mo vs. 12-23 mo; coefficient = 0.19, p = .02, 95% CI: 0.02, 0.36). Perceived helpfulness of early intervention was significantly associated with family outcomes (coefficient = 0.49, p < .001, 95% CI: 0.42, 0.55). CONCLUSIONS: This study suggests that early intervention is associated with better outcomes for families, especially for families who perceive early intervention as helpful.


Assuntos
Crianças com Deficiência/educação , Intervenção Educacional Precoce/métodos , Família , Avaliação de Resultados em Cuidados de Saúde/estatística & dados numéricos , Inquéritos e Questionários/estatística & dados numéricos , Adulto , Criança , Pré-Escolar , Estudos Transversais , Feminino , Humanos , Lactente , Japão , Masculino , Mães , Fatores Socioeconômicos , Adulto Jovem
19.
J Autism Dev Disord ; 50(5): 1668-1682, 2020 May.
Artigo em Inglês | MEDLINE | ID: mdl-30790193

RESUMO

This study examined implementation of an evidence-based home reading program by caregivers of children with language impairment. Caregivers received materials and supports to read with their children for 15 weeks, four times weekly; in total, 128 caregivers were enrolled. Survival analysis showed that 55% of caregivers completed the program, and the majority of dropouts did so early in the intervention. Mulitnominal logistic regression results showed that dropout was associated with household income, child literacy skills, and receipt of behavior-change techniques by caregivers, especially financial incentives (50 cents per book reading). Results may advance the science of implementation in the area of early childhood disability and could provide suggestions to improve caregivers' effectiveness in implementing interventions to their children.


Assuntos
Cuidadores/psicologia , Intervenção Educacional Precoce/métodos , Transtornos do Desenvolvimento da Linguagem/psicologia , Transtornos do Desenvolvimento da Linguagem/terapia , Alfabetização/psicologia , Leitura , Criança , Pré-Escolar , Feminino , Humanos , Transtornos do Desenvolvimento da Linguagem/diagnóstico , Masculino , Análise de Sobrevida
20.
J Autism Dev Disord ; 50(5): 1683-1700, 2020 May.
Artigo em Inglês | MEDLINE | ID: mdl-30805766

RESUMO

This meta-analysis examined the effects of early interventions on social communication outcomes for young children with autism spectrum disorder. A systematic review of the literature included 1442 children (mean age 3.55 years) across 29 studies. The overall effect size of intervention on social communication outcomes was significant (g = 0.36). The age of the participants was related to the treatment effect size on social communication outcomes, with maximum benefits occurring at age 3.81 years. Results did not differ significantly depending on the person implementing the intervention. However, significantly larger effect sizes were observed in studies with context-bound outcome measures. The findings of this meta-analysis highlight the need for further research examining specific components of interventions associated with greater and more generalized gains.


Assuntos
Transtorno do Espectro Autista/psicologia , Transtorno do Espectro Autista/terapia , Comunicação , Intervenção Educacional Precoce/métodos , Habilidades Sociais , Transtorno do Espectro Autista/diagnóstico , Criança , Pré-Escolar , Feminino , Humanos , Masculino
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