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Showing 1 to 15 of 48 results Save | Export
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Dueñas, Ana D.; Plavnick, Joshua B.; Bak, M. Y. Savana – Journal of Autism and Developmental Disorders, 2019
Preschool aged children with autism spectrum disorder (ASD) have marked deficits in pretend play that impede interactions with typically developing peers in inclusive early childhood settings. This study aimed to teach three young children with ASD to engage in pretend play behaviors with their peers. A multiple probe across participants…
Descriptors: Preschool Children, Autism, Pervasive Developmental Disorders, Play
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Bottema-Beutel, Kristen; Malloy, Caitlin; Cuda, Josephine; Kim, So Yoon; MacEvoy, Julie Paquette – Journal of Autism and Developmental Disorders, 2019
We assessed 3rd-5th grade children's endorsement of 12 friendship expectations, in two mental age-matched (M = 10.15 years) groups; one with autism spectrum disorder (ASD; n = 20) and one with typical development (TD; n = 21). Groups rated friendship expectations similarly for all but one expectation, expressing care, which received significantly…
Descriptors: Grade 3, Grade 4, Grade 5, Friendship
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Nilsson Jobs, Elisabeth; Bölte, Sven; Falck-Ytter, Terje – Journal of Autism and Developmental Disorders, 2019
Preschool informants may provide valuable information about symptoms of autism spectrum disorder (ASD) in young children. We compared the diagnostic accuracy of ratings by preschool staff with those by parents of 3-year-old children using the Achenbach System of Empirically Based Assessment Preschool Forms. The sample consisted of 32 children at…
Descriptors: Autism, Preschool Children, Parent Attitudes, Teacher Attitudes
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Nilsson Jobs, Elisabeth; Bölte, Sven; Falck-Ytter, Terje – Journal of Autism and Developmental Disorders, 2019
To fulfill the criteria for autism spectrum disorder (ASD), symptoms must be present across domains and contexts. We assessed preschool staff's ratings of social communication and interaction (SCI) and restricted and repetitive behaviors (RRBs) in 3-year-old siblings of children with ASD, either diagnosed (n = 12) or not diagnosed (n = 36) with…
Descriptors: Preschool Teachers, Social Behavior, Correlation, Clinical Diagnosis
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Bejnö, Hampus; Roll-Pettersson, Lise; Klintwall, Lars; Långh, Ulrika; Odom, Samuel L.; Bölte, Sven – Journal of Autism and Developmental Disorders, 2019
Increasing rates of autism spectrum disorder (ASD) and younger age at diagnosis pose a challenge to preschool intervention systems. In Sweden, most young autistic children receive intervention service in community-based preschool programs, but no tool is yet available to assess the quality of the preschool learning environment. This study adapted…
Descriptors: Autism, Pervasive Developmental Disorders, Clinical Diagnosis, Community Programs
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Chen, Jing; Lin, Tzu-Jung; Justice, Laura; Sawyer, Brook – Journal of Autism and Developmental Disorders, 2019
Interaction with peers is an important contributor to young children's social and cognitive development. Yet, little is known about the nature of social networks within preschool inclusive classrooms. The current study applied a social network analysis to characterize children's peer interactions in inclusive classrooms and their relations with…
Descriptors: Social Networks, Preschool Children, Students with Disabilities, Early Childhood Education
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Losh, Ainsley; Tipton, Leigh Ann; Eisenhower, Abbey; Blacher, Jan – Journal of Autism and Developmental Disorders, 2019
Student-teacher relationship (STR) quality during the early school years has important implications for student adjustment and outcomes. Studies with typically developing (TD) children have identified links between parent behaviors and STRs, but these connections remain unexplored for children with autism spectrum disorder (ASD). The present study…
Descriptors: Parents, Child Rearing, Parenting Styles, Predictor Variables
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Di Rezze, B.; Duku, E.; Szatmari, P.; Volden, J.; Georgiades, S.; Zwaigenbaum, L.; Smith, I. M.; Vaillancourt, T.; Bennett, T. A.; Elsabbagh, M.; Thompson, A.; Ungar, W. J.; Waddell, C. – Journal of Autism and Developmental Disorders, 2019
Preschool children with autism spectrum disorder (ASD) experience slower development of daily living skills (DLS) that are essential for independent functioning compared to typically developing children. Few studies have examined the trajectories of DLS in preschoolers with ASD and the existing literature has reported conflicting results. This…
Descriptors: Daily Living Skills, Preschool Children, Autism, Pervasive Developmental Disorders
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Sinai-Gavrilov, Yana; Gev, Tali; Mor-Snir, Irit; Golan, Ofer – Journal of Autism and Developmental Disorders, 2019
Autism spectrum disorder (ASD) impacts various developmental domains, requiring interventions by professionals from multiple disciplines. In Israel, ASD community preschools' multidisciplinary teams aim to provide each child with an integrative intervention program. The current study focused on the working experience of 21 professionals from…
Descriptors: Autism, Pervasive Developmental Disorders, Interdisciplinary Approach, Intervention
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Clark, Megan Louise Erin; Vinen, Zoe; Barbaro, Josephine; Dissanayake, Cheryl – Journal of Autism and Developmental Disorders, 2018
Early diagnosis of Autism Spectrum Disorder is considered best practice, increasing access to early intervention. Yet, many children are diagnosed after 3-years. The current study investigated the school age outcomes of children who received an early and later diagnosis of ASD. The cognitive and behavioural outcomes of children diagnosed early (n…
Descriptors: Pervasive Developmental Disorders, Autism, Early Intervention, Disability Identification
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Davis, Paige E.; Simon, Haley; Meins, Elizabeth; Robins, Diana L. – Journal of Autism and Developmental Disorders, 2018
One of the deficits observed in autism spectrum disorder (ASD) is impaired imaginative play. One form of imaginative play common in many typically developing (TD) children is having an imaginary companion (IC). The occurrence of ICs has not been investigated extensively in children with ASD. We examined differences in parent report of IC between…
Descriptors: Pervasive Developmental Disorders, Autism, Children, Play
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Meyer, Allison T.; Powell, Patrick S.; Butera, Nicole; Klinger, Mark R.; Klinger, Laura G. – Journal of Autism and Developmental Disorders, 2018
Research suggests that individuals with autism spectrum disorder (ASD) have significant difficulties with adaptive behavior skills including daily living and functional communication skills. Few studies have examined the developmental trajectory of adaptive behavior across childhood and adolescence. The present study examined longitudinal…
Descriptors: Adjustment (to Environment), Developmental Psychology, Pervasive Developmental Disorders, Autism
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Bradshaw, Jessica; Koegel, Lynn Kern; Koegel, Robert L. – Journal of Autism and Developmental Disorders, 2017
Recent research suggests that children with autism spectrum disorder (ASD) may now be reliably identified in later infancy, highlighting the need for empirically-validated interventions for infants and toddlers with early symptoms of ASD. Using a multiple baseline design across 15- to 21-month-old toddlers, this study implemented a brief,…
Descriptors: Pervasive Developmental Disorders, Autism, Intervention, Toddlers
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Bilaver, Lucy A.; Cushing, Lisa S.; Cutler, Ann T. – Journal of Autism and Developmental Disorders, 2016
This study examined the prevalence and correlates of educational intervention utilization among U.S. preschool aged children with autism spectrum disorder (ASD) prior to recent policy changes. The analysis was based on a nationally representative longitudinal survey of children receiving special education services during the 2003-2004 school year.…
Descriptors: Intervention, Correlation, Incidence, Pervasive Developmental Disorders
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Chang, Ya-Chih; Shire, Stephanie Y.; Shih, Wendy; Gelfand, Carolyn; Kasari, Connie – Journal of Autism and Developmental Disorders, 2016
Few research-developed early intervention models have been deployed to and tested in real world preschool programs. In this study, teaching staff implemented a social communication modularized intervention, JASPER, in their daily program. Sixty-six preschool children with autism in twelve classrooms (12 teachers) were randomized to receive…
Descriptors: Evidence Based Practice, Interpersonal Communication, Program Implementation, Early Intervention
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