A randomized controlled trial of preschool‐based joint attention intervention for children with autism

Abstract

This is the first randomized study to show positive and generalized effects of preschool-based JA-intervention.

Effectiveness and Feasibility of the Early Start Denver Model Implemented in a Group-Based Community Childcare Setting

“…Other methodological procedures relevant in University-based efficacy research, such as 'blind' evaluation of treatment outcomes, have little relevance in the culture and practice of community services. As a consequence, very few RCTs exist in the context of community-based services (Kaale et al 2012;Strain and Bovey 2011).…”

A eficácia da intervenção terapêutica fonoaudiológica nos distúrbios do espectro do autismo

“…However, between times 1 and 2, the mothers of both groups started to identify the lessening of non-adaptive behaviors in this area. These findings demonstrate the positive effect of integrated work between the family and the speech and language therapist [16][17][18][19][20][21][22] .…”

“…This composition of observers provided complementary information and the deepening of the understanding of the impact that social disorders have in the day-to-day of interpersonal relations, besides a greater reflection on the communicational dynamics of the children of the autistic spectrum assisted in this study 3,5,[18][19][20][21][22] .…”

“…The exposure of the children to the different situations, with or without the adult, allowed for a careful observation of the communicational inabilities and abilities of each child [18][19][20][21][22] .…”

Social Thinking® Methodology: Evidence-Based or Empirically Supported? A Response to Leaf et al. (2016)

“…For instance, many of the lessons and activities within the methodology utilize thought bubbles for teaching theory of mind, mental states, and understanding thoughts; a strategy welldocumented in the literature (Kerr & Durkin, 2004;Parsons & Mitchell, 1999;Paynter & Peterson, 2013;Wellman et al, 2002). Another example is the use of structured lessons and activities that emphasize visual attention for teaching gaze direction for joint attention and social problem-solving (Frischen, Bayliss, & Tipper, 2007;Hendrix, Palmer, Tarshis, & Winner, 2013;Kaale, Smith, & Sponheim, 2012;Winner & Crooke, 2008;Wong & Kasari, 2012).…”