Objectives: Assess the effects of a preschool-based JA-intervention in increasing JA and JE in interaction with preschool teachers as well as generalization to interaction with mothers.
Methods: This study used a randomized controlled trial. Sixty-one children (48 males) with autistic disorder (29–60 months) were randomized to either 8 weeks of JA-intervention, in addition to their preschool programs (n=34), or to preschool programs only (n=27). The intervention was done by preschool teachers with weekly supervision by trained counselors from Child and Adolescent Mental Health Clinics (CAMHC). Changes in JA and JE were measured by blind independent testers using Early Social Communication Scale (ESCS) and video taped preschool teacher–child and mother–child play at baseline and post-intervention.
Results: Intention-to-treat analysis using ANCOVA's and Quasi Poisson regression showed significant difference between the intervention and the control group, with the intervention group yielding more JA initiation during interaction with the preschool teachers. The effect generalized to significantly longer duration in JE with the mothers. Chronological age, language age, and developmental level did not moderate the intervention effect.
Conclusions: The results of the study are expanding the knowledge from earlier specialist-mediated and parent-mediated studies. The relatively short preschool-based intervention of 8 weeks by preschool teachers with no prior experience with JA-intervention was improving some core behavioral signs of autism. Thus, JA-intervention might be a valuable addition in established preschool programs for children with autism.
See more of: Treatments: A: Social Skills; School, Teachers
See more of: Prevalence, Risk factors & Intervention