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https://hdl.handle.net/1822/54338
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Campo DC | Valor | Idioma |
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dc.contributor.author | Reis, Helena Isabel Silva | por |
dc.contributor.author | Pereira, Ana Paula da Silva | por |
dc.contributor.author | Almeida, Leandro S. | por |
dc.date.accessioned | 2018-04-16T12:50:47Z | - |
dc.date.issued | 2018-03-19 | - |
dc.date.submitted | 2017-10-30 | - |
dc.identifier.citation | Helena I. S. Reis, Ana P. S. Pereira & Leandro S. Almeida (2018) Intervention effects on communication skills and sensory regulation on children with ASD, Journal of Occupational Therapy, Schools, & Early Intervention, DOI: 10.1080/19411243.2018.1455552 | por |
dc.identifier.issn | 1941-1243 | por |
dc.identifier.uri | https://hdl.handle.net/1822/54338 | - |
dc.description.abstract | This article evaluates the effects of an individualized intervention for children with Autism Spectrum Disorder (ASD) based on the principles of the DIR/FloortimeTM model, which encourages caregivers to follow their child’s emotions and interests and to interact with them in a natural social environment to help children develop social communication skills. Twenty-five preschool children with ASD, ranging from 3 to 6 years of age, received care from an interdisciplinary team specializing in ASD intervention, which included psychologists, speech and language pathologists, and occupational therapists. The children received supportive care from these professionals based on their individual and family needs and concerns. A pre-experimental research design, pre-tests (1)- post-test (2) was given. The effects of the intervention were evaluated using the “Assessment Scale of Children with Autism Spectrum Disorder,” which was completed by the parents before and after the intervention. Children made significant changes in mean scores within the areas of “Social Communication” and “Sensory Processing.” The results revealed that this intervention, focused on the development of relationships and interaction through play, had positive effects on the development of communication and sensory regulation with children with ASD at early ages. | por |
dc.description.sponsorship | This work is funded by CIEd – Research Centre on Education, projects UID/CED/1661/2013 and UID/CED/1661/2016, Institute of Education, University of Minho, through national funds of FCT/ MCTES-PT. | por |
dc.language.iso | eng | por |
dc.publisher | Taylor and Francis | por |
dc.rights | closedAccess | por |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | por |
dc.subject | Autism spectrum disorder | por |
dc.subject | DIR/floortime principles | por |
dc.subject | Intervention | por |
dc.title | Intervention effects on communication skills and sensory regulation on children with ASD | por |
dc.type | article | - |
dc.peerreviewed | yes | por |
dc.relation.publisherversion | 10.1080/19411243.2018.1455552 | por |
oaire.citationStartPage | 346 | por |
oaire.citationEndPage | 359 | por |
oaire.citationIssue | 3 | por |
oaire.citationVolume | 11 | por |
dc.identifier.eissn | 1941-1251 | por |
dc.identifier.doi | 10.1080/19411243.2018.1455552 | por |
dc.subject.fos | Ciências Sociais::Ciências da Educação | por |
dc.description.publicationversion | info:eu-repo/semantics/publishedVersion | por |
dc.subject.wos | Social Sciences | por |
sdum.journal | Journal of Occupational Therapy, Schools, and Early Intervention | por |
Aparece nas coleções: | CIEd - Artigos em revistas científicas internacionais com arbitragem |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
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Artigo Helena Intervention effects on communication skills and sensory.pdf Acesso restrito! | 1,3 MB | Adobe PDF | Ver/Abrir |
Este trabalho está licenciado sob uma Licença Creative Commons