Hybrid implementation model of community‐partnered early intervention for toddlers with autism: a randomized trial

Abstract

Supervised teaching assistants delivered JASPER intervention with a range of toddlers with autism leading to significant gains in developmental outcomes.

Annual Research Review: Early intervention for infants and young children with, or at‐risk of, autism spectrum disorder: a systematic review

“…Thirteen RCTs included children aged 19–36 months, nine of which used combined multicomponent approaches (Dawson et al., ; Drew et al., ; Kasari, Gulsrud, Paparella, Hellemann, & Berry, ; Kasari, Gulsrud, Wong, Kwon, & Locke, ; Landa, Holman, O'Neill, & Stuart, ; Rogers et al., ; Shire et al., ; Welterin, Turner‐Brown, Harris, Mesibov, & Delmolino, ; Wetherby et al., ), three of which used developmental approaches (Carter et al., ; Kasari, Siller et al., ; Schertz, Odom, Baggett, & Sideris, ), and one of which used a behavioural approach (Wong & Kwan, ).…”

“…Two RCTs evaluated the ESDM, a combined multicomponent model based on a developmentally informed curriculum which teaches parents strategies that involve interpersonal exchange and positive affect, shared engagement with real‐life materials and activities, adult responsivity and sensitivity to child cues, and a focus on verbal and nonverbal communication (Dawson et al., ; Rogers et al., ). Another three RCTs (Kasari et al., , ; Shire et al., ) assessed the JASPER intervention, which aims to sustain periods of joint attention and increase joint attention gestures and play skills. The remaining eight studies looked at a range of different models: (a) Autism 1‐2‐3, a parent and child behavioural approach (Wong & Kwan, ); (b) Joint Attention Mediated Learning, an intervention addressing the social functions of preverbal communication (Schertz et al., ); (c) Group and individual Early Social Interaction interventions based on the Social Communication, Emotional Regulation, and Transactional Supports (SCERTS) curriculum (Wetherby et al., ); and (d) Multicomponent parent‐training programmes such as Focused Playtime Intervention (FPI; Kasari, Siller et al., ), Hanen's More Than Words (Carter et al., ), Interpersonal Synchrony (Landa et al., ), the Social‐Pragmatic Joint Attention Focused Parent Training Programme (Drew et al., ), and Treatment and Education of Autistic and related Communication handicapped Children (TEACCH; Welterin et al., ).…”

“…One study met criteria for ‘low risk of bias’ across all domains of bias excepting performance bias (Shire et al. ). Shire et al.…”

“…Of the 48 studies identified, only six studies met criteria for low risk of bias across all achievable domains of the Cochrane Risk of Bias Tool, representing only 12.5% of the total (Higgins & Green, ; Risk of Bias Tool; Green et al., ; Poslawsky et al., ; Fletcher‐Watson et al., ; Green et al., ; Hardan et al., ; Shire et al., ; Figure ). Lack of blinding of outcome assessment and failure to specify a method of allocation concealment were common methodological concerns across the remaining RCTs.…”

Implementing and evaluating early intervention for children with autism: Where are the gaps and what should we do?

“…Using CPPR as a complementary effort to large scale effectiveness trials, recent studies have introduced adaptations for teachers working with children in preschool settings in the context of randomized controlled hybrid implementation designs, where teacher implementation and child outcomes are both considered [Chang, Shire, Shih, Gelfand, & Kasari, 2016;Shire et al, 2017].…”