The Effects of Community Preschool Characteristics on Developmental Outcomes for Students With Autism Spectrum Disorder

IF 1.2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-11-17 DOI:10.1177/10883576221133495

Allison S. Nahmias, Samantha R. Crabbe, Steven C. Marcus, D. Mandell

{"title":"The Effects of Community Preschool Characteristics on Developmental Outcomes for Students With Autism Spectrum Disorder","authors":"Allison S. Nahmias, Samantha R. Crabbe, Steven C. Marcus, D. Mandell","doi":"10.1177/10883576221133495","DOIUrl":null,"url":null,"abstract":"This study examined factors associated with 9-month outcomes of 78 preschoolers with autism spectrum disorder ([ASD]; 66 males, mean age = 44.8 [7.0] months) receiving preschool special education services. Use of recommended intervention practices was observed in each student’s primary educational setting: autism-only ( n = 28), mixed-disability ( n = 25), and regular early education ( n = 25). Recommended practice use across setting types and developmental changes were compared using generalized estimating equations. Autism-only settings had the highest implementation of classroom structure, classroom environment, and curriculum and instruction. Regular early education had greater implementation of practices to support social and peer relationships. Supporting social and peer relationships was the largest predictor of gains, controlling for setting type; the association was greater for children with lower initial receptive language or developmental skills. These findings highlight the importance of supporting and promoting peer engagement in students with ASD across preschool placement types.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Focus on Autism and Other Developmental Disabilities","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1177/10883576221133495","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

Abstract

This study examined factors associated with 9-month outcomes of 78 preschoolers with autism spectrum disorder ([ASD]; 66 males, mean age = 44.8 [7.0] months) receiving preschool special education services. Use of recommended intervention practices was observed in each student’s primary educational setting: autism-only ( n = 28), mixed-disability ( n = 25), and regular early education ( n = 25). Recommended practice use across setting types and developmental changes were compared using generalized estimating equations. Autism-only settings had the highest implementation of classroom structure, classroom environment, and curriculum and instruction. Regular early education had greater implementation of practices to support social and peer relationships. Supporting social and peer relationships was the largest predictor of gains, controlling for setting type; the association was greater for children with lower initial receptive language or developmental skills. These findings highlight the importance of supporting and promoting peer engagement in students with ASD across preschool placement types.

查看原文本刊更多论文

社区学前教育特征对自闭症谱系障碍学生发展结果的影响

本研究调查了78名患有自闭症谱系障碍的学龄前儿童（[ASD]；66名男性，平均年龄=44.8[7.0]个月）接受学前特殊教育服务的9个月结果的相关因素。在每个学生的小学教育环境中都观察到了推荐干预措施的使用：仅自闭症（n=28）、混合残疾（n=25）和常规早期教育（n=25）。使用广义估计方程比较了不同环境类型和发展变化的推荐实践使用。只有自闭症的环境对课堂结构、课堂环境、课程和教学的实施程度最高。常规早期教育更多地实施了支持社会和同伴关系的做法。支持社会和同伴关系是收益的最大预测因素，控制了环境类型；对于初始接受语言或发展技能较低的儿童，这种联系更大。这些发现强调了支持和促进ASD学生参与学前教育的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Focus on Autism and Other Developmental Disabilities Multiple-

CiteScore

3.50

自引率

5.00%

发文量

期刊介绍： Focus on Autism and Other Developmental Disabilities addresses issues concerning individuals with autism and other developmental disabilities and their families. Manuscripts reflect a wide range of disciplines, including education, psychology, psychiatry, medicine, physical therapy, occupational therapy, speech/language pathology, social work, and related areas. The journal’s editorial staff seeks manuscripts from diverse philosophical and theoretical positions.