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Journal of Autism and Developmental Disorders
Gepubliceerd in:

13-10-2022 | Brief Report

Brief Report: An Exploratory Study of Young Dual Language Learners with Autism in a School-Based Intervention

Auteurs: Ya-Chih Chang, Stephanie Shire, Wendy Shih, Connie Kasari

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2024

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Abstract

Due to core challenges in social communication experienced by many young children with autism, children on the spectrum who are also dual language learners (DLLs) may benefit from developmentally-appropriate language supports in school settings. The current study examined whether home language status moderated the effect of a play-based intervention, JASPER, delivered in the classroom, in children with autism. Fifty-nine preschool children with autism received JASPER over eight weeks. Children who received JASPER improved significantly more in their language skills from entry to exit than children in preschool as usual. Home language status moderated the effect of treatment on receptive language where children of diverse linguistic backgrounds made greater gains in receptive language.
vorige artikel Adaptive Behavior in Young Autistic Children: Associations with Irritability and ADHD Symptoms
volgende artikel Correction: Autistic Women’s Experience of Motherhood: A Qualitative Analysis of Reddit
Literatuur
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Metagegevens
Titel
Brief Report: An Exploratory Study of Young Dual Language Learners with Autism in a School-Based Intervention
Auteurs
Ya-Chih Chang
Stephanie Shire
Wendy Shih
Connie Kasari
Publicatiedatum
13-10-2022
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 9/2024
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-022-05765-y

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