Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Topics in Early Childhood Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Hume, K.
Right arrow Articles by Pratt, C.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

The Usage and Perceived Outcomes of Early Intervention and Early Childhood Programs for Young Children With Autism Spectrum Disorder

Kara Hume

Indiana University, Bloomington, kahume{at}indiana.edu

Scott Bellini

Indiana University, Bloomington

Cathy Pratt

Indiana University, Bloomington

This study investigated families of children with autism spectrum disorders using early intervention and early childhood services, as well as the perceived efficacy and developmental outcomes related to the services and service delivery methods. Results indicated that a variety of recommended practices are not being used by families and interventionists and that intensity of engagement is less than suggested. Parents indicated that parent training was the most effective service in contributing to their child's growth. Significant, yet small, correlations were found between several intervention services/service delivery models and developmental outcomes across areas, including social, emotional, and cognitive development. The importance of assessing social validity related to outcomes is addressed, as are potential implications for service providers.

Topics in Early Childhood Special Education, Vol. 25, No. 4, 195-207 (2005)
DOI: 10.1177/02711214050250040101
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Journal of Early InterventionHome page
R. A. Hallam, B. Rous, J. Grove, and T. LoBianco
Level and Intensity of Early Intervention Services for Infants and Toddlers With Disabilities: The Impact of Child, Family, System, and Community-Level Factors on Service Provision
Journal of Early Intervention, March 1, 2009; 31(2): 179 - 196.
[Abstract] [PDF]

Home page
 Remedial and Special EducationHome page
S. Bellini, J. K. Peters, L. Benner, and A. Hopf
A Meta-Analysis of School-Based Social Skills Interventions for Children With Autism Spectrum Disorders
Remedial and Special Education, June 1, 2007; 28(3): 153 - 162.
[Abstract] [PDF]

Home page
 Focus Autism Other Dev DisablHome page
S. Bellini and A. Hopf
The Development of the Autism Social Skills Profile: A Preliminary Analysis of Psychometric Properties
Focus on Autism and Other Developmental Disabilities, January 1, 2007; 22(2): 80 - 87.
[Abstract] [PDF]