Michelle Dawson posts
Structured cited links
Zoe Vinen, Megan Clark, Cheryl Dissanayake (2023). Social and Behavioural Outcomes of School Aged Autistic Children Who Received Community-Based Early Interventions. Journal of Autism and Developmental Disorders, 53(5), 1809-1820. Springer Science and Business Media LLC.
Abstract
Abstract The school-age outcomes of autistic children who received early interventions (EI) remains limited. Adaptive functioning, social, peer play skills, problem behaviours, and attitudes towards school of 31 autistic children who received community-based group early start Denver model (G-ESDM) were compared to 28 age matched autistic children who received other community interventions. Similar adaptive behaviours, social skills, problem behaviours and attitudes towards school were found. Play disruption was the only dimension of play to differ; children that received community interventions demonstrated higher levels of play disruption compared to the G-ESDM group. Children had pervasive challenges in adaptive behaviour, social and play behaviour at school, irrespective of EI type. Thus, ongoing provisions are needed to support development into the school years.
Study authors in this cited reference