What Happens Next? Follow-Up From the Children's Toddler School Program.
What Happens Next? Follow-Up From the Children's Toddler School Program.
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DOI：
10.1177/1098300709343724
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发表时间：
2010-10
影响因子：
2.1
通讯作者：
Mahrer NE
中科院分区：
文献类型：
--
作者：
Akshoomoff N;Stahmer AC;Corsello C;Mahrer NE
这项研究是对一组29名在2岁时被诊断患有自闭症谱系障碍的儿童进行的跟踪调查，这些儿童参加了一个融合式幼儿项目直至3岁。在家长调查和后续测试时，这些儿童的年龄在4岁到12岁之间。大多数儿童被安排在特殊教育（非融合式）学前班，但在后续调查时已上小学的儿童中，63%被安排在普通教育班级。自闭症谱系障碍的诊断保持稳定，社交技能仍然是薄弱环节，尽管大多数儿童具有平均水平的认知和语言技能，但与儿童相关的家长压力仍然很大。社交技能的发展和支持仍然是一项服务需求。
This study was a follow-up of a group of 29 children diagnosed with autism spectrum disorders at age 2 who attended an inclusive toddler program until age 3. Children ranged in age from 4 to 12 years at the time of the parent survey and follow-up testing. The majority of children were placed in a special education (noninclusive) preschool class, but among the children who were in elementary school at the time of follow-up, 63% were in general education classroom placement. Diagnoses of autism spectrum disorders remained stable, socialization skills remained a weakness, and child-related parental stress remained high despite average cognitive and language skills in the majority of children. Social skill development and support remained a service need.
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影响因子：
2.1
作者：
Boulware, Gusty-Lee;Schwartz, Ilene S.;McBride, Bonnie J.
通讯作者：
McBride, Bonnie J.
DOI：
10.1111/j.1469-7610.2004.00338.x
发表时间：
2004-11-01
影响因子：
7.6
作者：
Aldred, C;Green, J;Adams, C
通讯作者：
Adams, C
DOI：
10.1097/00004703-200604002-00013
发表时间：
2006-04-01
影响因子：
2.4
作者：
Cohen, Howard;Amerine-Dickens, Mila;Smith, Tristram
通讯作者：
Smith, Tristram
影响因子：
3.9
作者：
Klin, Ami;Saulnier, Celine A.;Lord, Catherine
通讯作者：
Lord, Catherine
影响因子：
3.1
作者：
Green, VA;Pituch, KA;Sigafoos, J
通讯作者：
Sigafoos, J