Advancing Social-Communication and Play (ASAP): Development of a Supplemental Intervention for Public Preschools Serving Children With Autism

2011 ◽  
Vol 12 (3) ◽  
pp. 91-100
Author(s):  
Jessica Kinard ◽  
Kaitlyn Wilson ◽  
Jessica Dykstra ◽  
Linda Watson ◽  
Brian Boyd

Research indicates that targeting social-communication and play in young children with autism can lead to improved long-term language outcomes. Thus, there is a critical need for school-based interventions that target these pivotal skills. Speech-language pathologists (SLPs) have a unique opportunity to teach these skills and collaborate with other practitioners as they provide services to children with autism in classroom settings. Advancing Social-Communication and Play (ASAP) is a school-based intervention for preschool-aged children with autism. A description of the development and features of ASAP is presented, and implications for clinical practice are discussed.

The Lancet ◽  
2016 ◽  
Vol 388 (10059) ◽  
pp. 2501-2509 ◽  
Author(s):  
Andrew Pickles ◽  
Ann Le Couteur ◽  
Kathy Leadbitter ◽  
Erica Salomone ◽  
Rachel Cole-Fletcher ◽  
...  

2019 ◽  
Vol 39 (2) ◽  
pp. 124-130 ◽  
Author(s):  
Lauren M. Little ◽  
Joanne P. Rojas ◽  
Anna Bard ◽  
Ying Luo ◽  
Dwight Irvin ◽  
...  

Community participation is vital to children’s development and provides opportunities to practice social communication skills. Although previous studies suggest that young children with autism spectrum disorders (ASD) experience decreased community participation, there is little empirical evidence on the precise patterns of participation that may influence social communication opportunities. Therefore, this pilot study investigated the communication among families of children with ASD ( n = 5) versus typical development (TD; n = 5) across various community locations. We used automated, objective measures: the Language ENvironmental Analysis (LENA) system™ to measure the amount of communication and integrated this with a Global Positioning System (GPS; that is, Qstarz™) to measure community location. Results showed that families of children with ASD and TD spent a similar amount of time in community locations; however, there were differences in the amount of adult talk directed toward children with ASD versus TD across community locations. Findings suggest that automated measures may be successfully integrated to quantify social communication during community participation.


Autism ◽  
2020 ◽  
Vol 24 (5) ◽  
pp. 1300-1306
Author(s):  
Tzu-Ling Lin ◽  
Chung-Hsin Chiang ◽  
Suk Yin Ho ◽  
Hsin-Chi Wu ◽  
Ching-Ching Wong

The Early Start Denver Model is an evidence-based, comprehensive naturalistic developmental behavioral intervention. Randomized controlled studies indicate that long-term, high-intensity Early Start Denver Model in home-based settings can positively impact the clinical outcomes of young children with autism spectrum disorder. However, it is difficult to deliver high-intensity early intervention in an under-resourced country such as Taiwan. This study evaluated the effects of implementing the Early Start Denver Model with adaptations (including low intensity, shorter duration, and delivery in general hospitals by multidisciplinary professionals) within the Taiwanese public health system. A pre- and post-intervention study was conducted. Sixteen children with autism spectrum disorder (mean age of 33.5 months) received 6 months of one-on-one Early Start Denver Model intervention (approximately 8 h per week). The children showed significant post-intervention improvements in language and overall cognitive functioning and reduced symptom severity in communication and play. This study suggests that delivering the Early Start Denver Model in community-based hospitals may be an effective intervention, with a wider reach, for young children with autism spectrum disorder in Taiwan. The next steps in Taiwan are to incorporate a control group and assess the long-term effects of the adapted Taiwanese Early Start Denver Model program. Lay Abstract The Early Start Denver Model is a comprehensive naturalistic developmental behavioral intervention for young children with autism spectrum disorder. Rigorous studies indicate that long-term, high-intensity Early Start Denver Model in home-based settings can help young children with autism spectrum disorder have great progress in language, cognitive development, and adaptive skills and reduce overall symptom severity. In accordance with the current limitations in resourcing for early intervention in Taiwan, this study evaluated the effects of implementing the Early Start Denver Model in the Taiwanese public health system with some adaptations, including lower intensity, shorter duration, and delivery in general hospitals. A total of 16 children with autism spectrum disorder, aged between 25 and 46 months, received approximately 8 h per week one-on-one Early Start Denver Model intervention. After 6 months of intervention, the children showed great improvements in language and overall cognitive functioning and reduced symptom severity in communication and play. This study suggests that directly delivering the Early Start Denver Model in community-based hospitals may be an effective intervention, which can make more young children with autism spectrum disorder in Taiwan access the Early Start Denver Model service.


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