Longitudinal assessment of children with autism spectrum disorders receiving intensive educational intervention in mainstream school setting

Abstract : Historically, in France, students with Autism Spectrum Disorders (ASD) have been segregated from their peers and excluded from general school system (Philip, 2012). Actually, even if school inclusion for children with ASD is always a controversial topic (Hammel, 2012), there is an increasing trend to include these children in mainstream school settings (Rousseau & al., 2013). Researches showed that school inclusion is beneficial for these children when specific strategies for facilitating their inclusion are applied (Corneau & al., 2014 ; Ferraioli & Harris, 2011). So, this study take place in this new context in France and examined whether children with ASD receiving intensive educational intervention in mainstream school setting would make significant gains after height month of treatment. Participants were 8 children with ASD (7 male and 1 female) aged 5 to 9 years at intake. They attending an innovative special needs classroom that is located in a general school setting. Teacher collaborates with psychologist and educators to provide intensive educational intervention. Depending on their needs and individual characteristics, children can also be included in regular classes with their typical peers. Outcome measures comprised three developmental assessment: the Psychoeducational Profile-Third Edition (PEP-3 ; Schopler & al., 2005), the Social Cognitive Evaluation Battery (SCEB ; Adrien, 2007) and the french version of the Snijders-Oomen Nonverbal Intelligence Test – Revisited (SON-R 21/2 – 7 ; Tellegen, Laros & Kiat, 2009). All measures were administered at two time point (on entry to the study and again after 8 months). We hypothesized that children with ASD would make significant gains on a range of skills in both the social as well as cognitive domains. Results could lead to a generalization of this innovative unit on the French territory, especially for children who couldn’t be at full-time in general classroom. In this study, the developmental trajectories of children with ASD will also be analyzed at the individual level. In this way, several patterns of cognitive, communicative or social development will be identified and described. Conclusion: Implications of these findings will be discussed at both theoretical and practical level. Indeed, they will help us not only to better understand the developmental pathways of children with ASD (both pace and timing of change) but also to improve treatment.
Document type :
Poster communications
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https://hal.univ-rennes2.fr/hal-01728970
Contributor : Laurence Leroux <>
Submitted on : Monday, March 12, 2018 - 11:31:25 AM
Last modification on : Saturday, May 4, 2019 - 4:44:02 PM

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  • HAL Id : hal-01728970, version 1

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Gaëtan Briet, Sandrine Le Sourn-Bissaoui, Gaïd Le Maner-Idrissi, Margot Peri, Olivier Le Marec, et al.. Longitudinal assessment of children with autism spectrum disorders receiving intensive educational intervention in mainstream school setting. 17th International ESCAP Congress, Jul 2017, Genève, Switzerland. 2017. ⟨hal-01728970⟩

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