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01.Enhancing Multidisciplinary Community Supports for Minority Preschool Children with Autistic Spectrum Disorders: Promoting Family Centered and Evidence Based Practices (pp. 69-82)
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Enhancing Multidisciplinary Community Supports for Minority Preschool Children with Autistic Spectrum Disorders: Promoting Family Centered and Evidence Based Practices (pp. 69-82) $45.00
Authors:  Valeria Nanclares-Nogués, Elaine Lin, Carol Rolland, J. Michael Cupoli and Michael E. Msall
Abstract:
Our objective was to compare functional profiles of preschool children with autism to other preschool developmental delays and measure parental priorities. We piloted a comprehensive treatment program to address these priorities in resource-scarce settings. In Phase 1,230 children ages 1-3 years completed standardized assessments of communicative, social-emotional, and adaptive skills. Structured interviews for family priorities were completed. In Phase 2, a 25-hour community-based treatment program (PUENTES) for preschool children with autism was undertaken to enhance communicative, behavioral, and adaptive skills. Assessments at baseline included the Psychoeducational Profile-R (PEP-R), Vineland Adaptive Behavior Scales (VABS), and Parental Sense of Competence Scale (PSCS). Assessments were repeated after 4 months. Of the 230 children, 199 were diagnosed with autism, 83 with mixed developmental disorder, and 48 with global developmental delay. Children with autism had the most difficulties in communication and adaptive behavior. Across all groups, parents' initial priorities were getting services (77%) and understanding children's needs (71%). Of the families seen in follow-up, 60% experienced high levels of stress, and 33% reported high rates of difficulty obtaining supports. Only 50% of parents rated their own physical health as excellent/very good. Among the 20 children in PUENTES, major gains in all developmental skills occurred.
All pre and post changes on PEPS-R, VABS, and PSCS were significant. Parents reported that their participation facilitated their children’s learning and enhanced their sense of competency. Our pilot data indicate that a collaborative program that bridges home, school, and community services is effective for preschool children with autism. 


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Enhancing Multidisciplinary Community Supports for Minority Preschool Children with Autistic Spectrum Disorders: Promoting Family Centered and Evidence Based Practices (pp. 69-82)