ArticleJournal of autism and developmental disorders2023
Social and Behavioural Outcomes of School Aged Autistic Children Who Received Community-Based Early Interventions.
Article in Journal of autism and developmental disorders, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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Who cites it
6 citing papers in PubMed, 9 citations in OpenAlex.
- Associations Among Demographic Factors, Bullying, Victimization and Weight Status Among Children with and Without Current Autism Spectrum Disorder Using the National Survey of Children's Health.Epidemiologia (Basel, Switzerland) · 2026Article
- Early Intervention and Social Decision-Making Skills in Children With Autism Spectrum Disorder: Insights from Jordan.Journal of autism and developmental disorders · 2026Article
- A Family-Centered Care Approach to Behavior-Analytic Assessment and Intervention.Behavior analysis in practice · 2026Article
- Exploring caregivers' experiences when seeking mental health care services for their children with autism spectrum disorder: A qualitative study from South Africa.The South African journal of psychiatry : SAJP : the journal of the Society of Psychiatrists of South Africa · 2026Article
- Article
- ESDM intervention in severe preschool autism: an Italian Case report, psychological and social medicine reflections.Italian journal of pediatrics · 2024Article
Corrections and comments
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Authors and funding
3 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The school-age outcomes of autistic children who received early interventions (EI) remains limited. Adaptive functioning, social, peer play skills, problem behaviours, and attitudes towards school of 31 autistic children who received community-based group early start Denver model (G-ESDM) were compared to 28 age matched autistic children who received other community interventions. Similar adaptive behaviours, social skills, problem behaviours and attitudes towards school were found. Play disruption was the only dimension of play to differ; children that received community interventions demonstrated higher levels of play disruption compared to the G-ESDM group. Children had pervasive challenges in adaptive behaviour, social and play behaviour at school, irrespective of EI type. Thus, ongoing provisions are needed to support development into the school years.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.