Language Outcome in Autism: Randomized Comparison of Joint Attention and Play Interventions
This study reports results of a randomized controlled trial aimed at joint attention (JA) and symbolic play (SP) in preschool children with autism, with prediction to language outcome 12 months later. Participants were 58 children (46 boys) with autism between 3 and 4 years of age. Children were ran...
Gespeichert in:
| Veröffentlicht in: | Journal of consulting and clinical psychology 2008-02, Vol.76 (1), p.125-137 |
|---|---|
| Hauptverfasser: | , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 137 |
|---|---|
| container_issue | 1 |
| container_start_page | 125 |
| container_title | Journal of consulting and clinical psychology |
| container_volume | 76 |
| creator | Kasari, Connie Paparella, Tanya Freeman, Stephanny Jahromi, Laudan B |
| description | This study reports results of a randomized controlled trial aimed at joint attention (JA) and symbolic play (SP) in preschool children with autism, with prediction to language outcome 12 months later. Participants were 58 children (46 boys) with autism between 3 and 4 years of age. Children were randomized to a JA intervention, an SP intervention, or control group. Interventions were conducted 30 min daily for 5-6 weeks. Assessments of JA skills, SP skills, mother-child interactions, and language development were collected at 4 time points: pre- and postintervention and 6 and 12 months postintervention by independent testers. Results indicate that expressive language gains were greater for both treatment groups compared with the control group, and results could not be explained by differences in other interventions in which children participated. For children beginning treatment with the lowest language levels, the JA intervention improved language outcome significantly more than did the SP or control interventions. These findings suggest clinically significant benefits of actively treating JA and SP skills in young children with autism. |
| doi_str_mv | 10.1037/0022-006X.76.1.125 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_70248469</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ784055</ericid><sourcerecordid>1431407681</sourcerecordid><originalsourceid>FETCH-LOGICAL-a568t-99ed2f11c2bdf1b959fdf8650c6196142c0cb4f13fa4a8be6a81bafd70b5678b3</originalsourceid><addsrcrecordid>eNqF0UtPGzEQAGCrKiIp8AcQQhEqXNCmM876dYxQKKBIXEDiZnm9NtpoX7V3D_z77jZRClXVnnyYb8bzIOQUYY6wEN8AKE0A-Mtc8DnOkbJPZIpqoRKKKD6T6R5MyJcYNwCAHNghmaCkVCkFU3K6NvVrb17d7LHvbFO5WVHPln1XxOqYHHhTRneye4_I8-3q6eYuWT9-v79ZrhPDuOwSpVxOPaKlWe4xU0z53EvOwHJUHFNqwWapx4U3qZGZ40ZiZnwuIGNcyGxxRK62ddvQ_Ohd7HRVROvK0tSu6aMWQFOZcvVfyARlTOAIL_6Am6YP9TCEHhoaigmAfyGKwCkXKR8Q3SIbmhiD87oNRWXCm0bQ4xH0uGM97lgLrlEPRxiSzneV-6xy-e-U3dYHcLkDJlpT-mBqW8S9o0N3KH_NcbZ1LhR2H149CJkCG_-53oZNa3Qb36wJXWFLF20fgqs7bW37vquvf9cf2U_XkLCj</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>614484700</pqid></control><display><type>article</type><title>Language Outcome in Autism: Randomized Comparison of Joint Attention and Play Interventions</title><source>MEDLINE</source><source>APA PsycARTICLES</source><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><creator>Kasari, Connie ; Paparella, Tanya ; Freeman, Stephanny ; Jahromi, Laudan B</creator><contributor>La Greca, Annette M</contributor><creatorcontrib>Kasari, Connie ; Paparella, Tanya ; Freeman, Stephanny ; Jahromi, Laudan B ; La Greca, Annette M</creatorcontrib><description>This study reports results of a randomized controlled trial aimed at joint attention (JA) and symbolic play (SP) in preschool children with autism, with prediction to language outcome 12 months later. Participants were 58 children (46 boys) with autism between 3 and 4 years of age. Children were randomized to a JA intervention, an SP intervention, or control group. Interventions were conducted 30 min daily for 5-6 weeks. Assessments of JA skills, SP skills, mother-child interactions, and language development were collected at 4 time points: pre- and postintervention and 6 and 12 months postintervention by independent testers. Results indicate that expressive language gains were greater for both treatment groups compared with the control group, and results could not be explained by differences in other interventions in which children participated. For children beginning treatment with the lowest language levels, the JA intervention improved language outcome significantly more than did the SP or control interventions. These findings suggest clinically significant benefits of actively treating JA and SP skills in young children with autism.</description><identifier>ISSN: 0022-006X</identifier><identifier>EISSN: 1939-2117</identifier><identifier>DOI: 10.1037/0022-006X.76.1.125</identifier><identifier>PMID: 18229990</identifier><identifier>CODEN: JCLPBC</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Attention ; Autism ; Autism Spectrum Disorders ; Autistic Disorder - therapy ; Autistic preschool children ; Behavior modification ; Biological and medical sciences ; Child clinical studies ; Child, Preschool ; Childhood Play Behavior ; Clinical outcomes ; Clinical trials ; Comparative Analysis ; Control Groups ; Developmental disorders ; Expressive Language ; Female ; Follow-Up Studies ; Human ; Humans ; Infantile autism ; Intervention ; Interventions ; Joint attention ; Language Acquisition ; Language Development ; Language Development Disorders - therapy ; Language Therapy - methods ; Male ; Medical sciences ; Mother Child Relations ; Mother-Child interactions ; Nonverbal Communication ; Outcome Assessment (Health Care) ; Play and Playthings ; Play therapy ; Preschool Children ; Psychology. Psychoanalysis. Psychiatry ; Psychopathology. Psychiatry ; Speech Perception ; Symbolic play ; Symbolism</subject><ispartof>Journal of consulting and clinical psychology, 2008-02, Vol.76 (1), p.125-137</ispartof><rights>2008 American Psychological Association</rights><rights>2008 INIST-CNRS</rights><rights>Copyright American Psychological Association Feb 2008</rights><rights>2008, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a568t-99ed2f11c2bdf1b959fdf8650c6196142c0cb4f13fa4a8be6a81bafd70b5678b3</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>315,781,785,27929,27930,31004,31005</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ784055$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=20031819$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/18229990$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>La Greca, Annette M</contributor><creatorcontrib>Kasari, Connie</creatorcontrib><creatorcontrib>Paparella, Tanya</creatorcontrib><creatorcontrib>Freeman, Stephanny</creatorcontrib><creatorcontrib>Jahromi, Laudan B</creatorcontrib><title>Language Outcome in Autism: Randomized Comparison of Joint Attention and Play Interventions</title><title>Journal of consulting and clinical psychology</title><addtitle>J Consult Clin Psychol</addtitle><description>This study reports results of a randomized controlled trial aimed at joint attention (JA) and symbolic play (SP) in preschool children with autism, with prediction to language outcome 12 months later. Participants were 58 children (46 boys) with autism between 3 and 4 years of age. Children were randomized to a JA intervention, an SP intervention, or control group. Interventions were conducted 30 min daily for 5-6 weeks. Assessments of JA skills, SP skills, mother-child interactions, and language development were collected at 4 time points: pre- and postintervention and 6 and 12 months postintervention by independent testers. Results indicate that expressive language gains were greater for both treatment groups compared with the control group, and results could not be explained by differences in other interventions in which children participated. For children beginning treatment with the lowest language levels, the JA intervention improved language outcome significantly more than did the SP or control interventions. These findings suggest clinically significant benefits of actively treating JA and SP skills in young children with autism.</description><subject>Attention</subject><subject>Autism</subject><subject>Autism Spectrum Disorders</subject><subject>Autistic Disorder - therapy</subject><subject>Autistic preschool children</subject><subject>Behavior modification</subject><subject>Biological and medical sciences</subject><subject>Child clinical studies</subject><subject>Child, Preschool</subject><subject>Childhood Play Behavior</subject><subject>Clinical outcomes</subject><subject>Clinical trials</subject><subject>Comparative Analysis</subject><subject>Control Groups</subject><subject>Developmental disorders</subject><subject>Expressive Language</subject><subject>Female</subject><subject>Follow-Up Studies</subject><subject>Human</subject><subject>Humans</subject><subject>Infantile autism</subject><subject>Intervention</subject><subject>Interventions</subject><subject>Joint attention</subject><subject>Language Acquisition</subject><subject>Language Development</subject><subject>Language Development Disorders - therapy</subject><subject>Language Therapy - methods</subject><subject>Male</subject><subject>Medical sciences</subject><subject>Mother Child Relations</subject><subject>Mother-Child interactions</subject><subject>Nonverbal Communication</subject><subject>Outcome Assessment (Health Care)</subject><subject>Play and Playthings</subject><subject>Play therapy</subject><subject>Preschool Children</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychopathology. Psychiatry</subject><subject>Speech Perception</subject><subject>Symbolic play</subject><subject>Symbolism</subject><issn>0022-006X</issn><issn>1939-2117</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2008</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNqF0UtPGzEQAGCrKiIp8AcQQhEqXNCmM876dYxQKKBIXEDiZnm9NtpoX7V3D_z77jZRClXVnnyYb8bzIOQUYY6wEN8AKE0A-Mtc8DnOkbJPZIpqoRKKKD6T6R5MyJcYNwCAHNghmaCkVCkFU3K6NvVrb17d7LHvbFO5WVHPln1XxOqYHHhTRneye4_I8-3q6eYuWT9-v79ZrhPDuOwSpVxOPaKlWe4xU0z53EvOwHJUHFNqwWapx4U3qZGZ40ZiZnwuIGNcyGxxRK62ddvQ_Ohd7HRVROvK0tSu6aMWQFOZcvVfyARlTOAIL_6Am6YP9TCEHhoaigmAfyGKwCkXKR8Q3SIbmhiD87oNRWXCm0bQ4xH0uGM97lgLrlEPRxiSzneV-6xy-e-U3dYHcLkDJlpT-mBqW8S9o0N3KH_NcbZ1LhR2H149CJkCG_-53oZNa3Qb36wJXWFLF20fgqs7bW37vquvf9cf2U_XkLCj</recordid><startdate>20080201</startdate><enddate>20080201</enddate><creator>Kasari, Connie</creator><creator>Paparella, Tanya</creator><creator>Freeman, Stephanny</creator><creator>Jahromi, Laudan B</creator><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>7RZ</scope><scope>PSYQQ</scope><scope>7X8</scope></search><sort><creationdate>20080201</creationdate><title>Language Outcome in Autism</title><author>Kasari, Connie ; Paparella, Tanya ; Freeman, Stephanny ; Jahromi, Laudan B</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a568t-99ed2f11c2bdf1b959fdf8650c6196142c0cb4f13fa4a8be6a81bafd70b5678b3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2008</creationdate><topic>Attention</topic><topic>Autism</topic><topic>Autism Spectrum Disorders</topic><topic>Autistic Disorder - therapy</topic><topic>Autistic preschool children</topic><topic>Behavior modification</topic><topic>Biological and medical sciences</topic><topic>Child clinical studies</topic><topic>Child, Preschool</topic><topic>Childhood Play Behavior</topic><topic>Clinical outcomes</topic><topic>Clinical trials</topic><topic>Comparative Analysis</topic><topic>Control Groups</topic><topic>Developmental disorders</topic><topic>Expressive Language</topic><topic>Female</topic><topic>Follow-Up Studies</topic><topic>Human</topic><topic>Humans</topic><topic>Infantile autism</topic><topic>Intervention</topic><topic>Interventions</topic><topic>Joint attention</topic><topic>Language Acquisition</topic><topic>Language Development</topic><topic>Language Development Disorders - therapy</topic><topic>Language Therapy - methods</topic><topic>Male</topic><topic>Medical sciences</topic><topic>Mother Child Relations</topic><topic>Mother-Child interactions</topic><topic>Nonverbal Communication</topic><topic>Outcome Assessment (Health Care)</topic><topic>Play and Playthings</topic><topic>Play therapy</topic><topic>Preschool Children</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychopathology. Psychiatry</topic><topic>Speech Perception</topic><topic>Symbolic play</topic><topic>Symbolism</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Kasari, Connie</creatorcontrib><creatorcontrib>Paparella, Tanya</creatorcontrib><creatorcontrib>Freeman, Stephanny</creatorcontrib><creatorcontrib>Jahromi, Laudan B</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of consulting and clinical psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Kasari, Connie</au><au>Paparella, Tanya</au><au>Freeman, Stephanny</au><au>Jahromi, Laudan B</au><au>La Greca, Annette M</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ784055</ericid><atitle>Language Outcome in Autism: Randomized Comparison of Joint Attention and Play Interventions</atitle><jtitle>Journal of consulting and clinical psychology</jtitle><addtitle>J Consult Clin Psychol</addtitle><date>2008-02-01</date><risdate>2008</risdate><volume>76</volume><issue>1</issue><spage>125</spage><epage>137</epage><pages>125-137</pages><issn>0022-006X</issn><eissn>1939-2117</eissn><coden>JCLPBC</coden><abstract>This study reports results of a randomized controlled trial aimed at joint attention (JA) and symbolic play (SP) in preschool children with autism, with prediction to language outcome 12 months later. Participants were 58 children (46 boys) with autism between 3 and 4 years of age. Children were randomized to a JA intervention, an SP intervention, or control group. Interventions were conducted 30 min daily for 5-6 weeks. Assessments of JA skills, SP skills, mother-child interactions, and language development were collected at 4 time points: pre- and postintervention and 6 and 12 months postintervention by independent testers. Results indicate that expressive language gains were greater for both treatment groups compared with the control group, and results could not be explained by differences in other interventions in which children participated. For children beginning treatment with the lowest language levels, the JA intervention improved language outcome significantly more than did the SP or control interventions. These findings suggest clinically significant benefits of actively treating JA and SP skills in young children with autism.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><pmid>18229990</pmid><doi>10.1037/0022-006X.76.1.125</doi><tpages>13</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0022-006X |
| ispartof | Journal of consulting and clinical psychology, 2008-02, Vol.76 (1), p.125-137 |
| issn | 0022-006X 1939-2117 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_70248469 |
| source | MEDLINE; APA PsycARTICLES; Applied Social Sciences Index & Abstracts (ASSIA) |
| subjects | Attention Autism Autism Spectrum Disorders Autistic Disorder - therapy Autistic preschool children Behavior modification Biological and medical sciences Child clinical studies Child, Preschool Childhood Play Behavior Clinical outcomes Clinical trials Comparative Analysis Control Groups Developmental disorders Expressive Language Female Follow-Up Studies Human Humans Infantile autism Intervention Interventions Joint attention Language Acquisition Language Development Language Development Disorders - therapy Language Therapy - methods Male Medical sciences Mother Child Relations Mother-Child interactions Nonverbal Communication Outcome Assessment (Health Care) Play and Playthings Play therapy Preschool Children Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Speech Perception Symbolic play Symbolism |
| title | Language Outcome in Autism: Randomized Comparison of Joint Attention and Play Interventions |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-14T05%3A31%3A56IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Language%20Outcome%20in%20Autism:%20Randomized%20Comparison%20of%20Joint%20Attention%20and%20Play%20Interventions&rft.jtitle=Journal%20of%20consulting%20and%20clinical%20psychology&rft.au=Kasari,%20Connie&rft.date=2008-02-01&rft.volume=76&rft.issue=1&rft.spage=125&rft.epage=137&rft.pages=125-137&rft.issn=0022-006X&rft.eissn=1939-2117&rft.coden=JCLPBC&rft_id=info:doi/10.1037/0022-006X.76.1.125&rft_dat=%3Cproquest_cross%3E1431407681%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=614484700&rft_id=info:pmid/18229990&rft_ericid=EJ784055&rfr_iscdi=true |