Objectives: This study investigated the effectiveness of public preschool teachers implementing a validated intervention (the Joint Attention and Symbolic Play/Engagement and Regulation intervention-JASP/ER) on a core deficit of autism, initiating joint attention.
Methods: Sixteen dyads (preschoolers with ASD and the public school teacher or paraprofessional who worked in the child’s classroom) were randomly assigned to the six-week JASP/ER intervention or a control group.
Results: At the end of the intervention, JASP/ER teachers/paraprofessionals used more JASP/ER strategies than the control teachers/paraprofessionals and JASP/ER preschoolers used more joint attention in their classroom than control children. Additionally, JASP/ER children spent more time in supported engagement and less time in object engagement than control preschoolers.
Conclusions: Findings suggest that teachers/paraprofessionals were able to improve a core deficit of children with ASD in a public preschool context.
See more of: Treatments: A: Social Skills; School, Teachers
See more of: Prevalence, Risk factors & Intervention