Child Care and Early Education Research Connections

Skip to main content

Supporting peer engagement for low-income preschool students with autism spectrum disorder during academic instruction: A pilot randomized trial

Description:

Schools are the portal through which many children with autism spectrum disorder access early intervention. Collaborating with teachers can be an effective way to implement evidence-based practices. In this study, teachers learned to embed strategies from the Joint Attention, Symbolic Play, Engagement, and Regulation intervention into the standard preschool curriculum. Twelve schools with special education preschool classrooms for students with moderate to severe disabilities from under-resourced neighborhoods were randomized to augment their curriculum with Joint Attention, Symbolic Play, Engagement, and Regulation strategies or continue the standard curriculum. Teachers’ strategy implementation, children’s time on task, and social communication were examined before and after completing the intervention phase. (author abstract)

Resource Type:
Reports & Papers
Country:
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Learning how to be a student: An overview of instructional practices targeting school readiness skills for preschoolers with autism spectrum disorder

Literature Review

Peer play interventions to support the social competence of children with autism spectrum disorders

Other

The effects of community preschool characteristics on developmental outcomes for students with autism spectrum disorder

Reports & Papers
Release: 'v1.57.0' | Built: 2024-03-14 09:29:08 EDT