Can one hour per week of therapy lead to lasting changes in young children with autism?
Can one hour per week of therapy lead to lasting changes in young children with autism?
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DOI：
10.1177/1362361307098516
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发表时间：
2009-01
期刊：
影响因子：
--
通讯作者：
Rogers SJ
中科院分区：
文献类型：
--
作者：
Vismara LA;Colombi C;Rogers SJ
注意力、沟通、模仿和游戏技能的缺陷减少了自闭症儿童从全天发生的自然互动体验中学习的机会。当这些孩子进入幼儿期时，这些发育迟缓就已经出现了。目前的研究为八名新诊断为自闭症的幼儿提供了为期 12 周、每周 1 小时的个性化亲子教育计划。父母从早期开始丹佛模型中学会了实施自然主义治疗技术，该模型将基于发展和关系的方法与应用行为分析融合到他们正在进行的家庭日常生活和亲子游戏活动中。结果表明，父母在第五到第六小时就掌握了这些策略，孩子们的社交沟通行为也表现出持续的变化和成长。讨论的结果涉及为父母提供必要的工具，以便在诊断后立即开始与患有自闭症的孩子进行接触、沟通和教育。
Deficits in attention, communication, imitation, and play skills reduce opportunities for children with autism to learn from natural interactive experiences that occur throughout the day. These developmental delays are already present by the time these children reach the toddler period. The current study provided a brief 12 week, 1 hour per week, individualized parent–child education program to eight toddlers newly diagnosed with autism. Parents learned to implement naturalistic therapeutic techniques from the Early Start Denver Model, which fuses developmental- and relationship-based approaches with Applied Behavior Analysis into their ongoing family routines and parent–child play activities. Results demonstrated that parents acquired the strategies by the fifth to sixth hour and children demonstrated sustained change and growth in social communication behaviors. Findings are discussed in relation to providing parents with the necessary tools to engage, communicate with, and teach their young children with autism beginning immediately after the diagnosis.
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