自闭症高发幼儿:探索感官和语言治疗的预测因素。

IF 1.5 4区 医学 Q2 EDUCATION, SPECIAL
Journal of Early Intervention Pub Date : 2023-03-01 Epub Date: 2022-02-04 DOI:10.1177/10538151211067227
Alapika Jatkar, Dunia Garrido, Shuting Zheng, Greyson Silverman, Heba Elsayed, Paige Huguely Davis, Helen Lee, Elizabeth R Crais, John Sideris, Lauren Turner-Brown, Grace T Baranek, Linda R Watson, Rebecca Grzadzinski
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引用次数: 0

摘要

儿童的基线特征可预测自闭症(EL-ASD)儿童的治疗效果。关于儿童感官和语言特点对治疗效果的影响,目前所知甚少。研究人员将参与者随机分配到以家长为中介的干预或控制条件中。分析探讨了儿童感官和语言特征基线与大约 9 个月的 ASD 症状变化之间的关系。仅在治疗组中,较高的基线感官低反应性与较少的社会交流(SC)改善有明显关系。在治疗组和对照组中,基线非典型发声较多与社交沟通改善较少有明显关系。这项研究提供了一个初步框架,以鼓励为 EL-ASD 儿童量身定制干预措施,表明感官反应性和非典型发声可能是治疗计划中需要考虑的有用行为。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Toddlers at Elevated Likelihood for Autism: Exploring Sensory and Language Treatment Predictors.

Baseline child characteristics may predict treatment outcomes in children with or at elevated likelihood of developing autism (EL-ASD). Little is known about the role of child sensory and language features on treatment outcome. Participants were randomly assigned to a parent-mediated intervention or control condition. Analyses explored the relationship between baseline child sensory and language characteristics and changes in ASD symptoms over approximately 9 months. Higher baseline sensory hyporeactivity was significantly related to less improvement in social communication (SC) for the treatment group only. More baseline atypical vocalizations were significantly related to less improvement on SC across treatment and control groups. This work provides an initial framework to encourage the tailoring of interventions for EL-ASD children, suggesting sensory reactivity and atypical vocalizations may be useful behaviors to consider in treatment planning.

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来源期刊
CiteScore
3.30
自引率
7.10%
发文量
21
期刊介绍: The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.
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