1. NCCU Academic Hub
  2. 學術產出
  3. College of Science
  4. Theses
  5. Item

學術產出-Theses

Article View/Open

Publication Export

Google ScholarTM

政大圖書館

Citation Infomation

題名 丹佛早療模式對自閉症類群障礙症幼兒的社會溝通能力之療效研究
The Effectiveness of Early Start Denver Model on the Social Communication Abilities for Young Children with Autism Spectrum Disorder
作者 曹芷庭
Tsao, Chih-Ting
貢獻者 姜忠信
曹芷庭
Tsao, Chih-Ting
關鍵詞 自閉症類群障礙症
丹佛早療模式
共享式注意力
假扮遊戲
模仿
Autism spectrum disorder
Early Start Denver Model
Joint attention
Pretend play
Imitation
日期 2020
上傳時間 1-Jul-2020 13:49:15 (UTC+8)
摘要 研究目的：發展心理病理的論點之一，是認為自閉症類群障礙症（autism spectrum disorder, ASD）患者有心智理論能力的發展缺陷。丹佛早療模式（Early Start Denver Model, ESDM）是一個兼具實徵研究及理論基礎的綜合性ASD幼兒早療模式，過去研究顯示其對ASD幼兒的整體認知能力及症狀行為具有療效。本研究以心智理論能力的先備能力為基礎，評估ESDM對於共享式注意力（joint attention, JA）、模仿及遊戲能力等早期社會溝通缺損，以及各領域症狀嚴重度之療效。
研究方法：本研究以前、後測個案控制研究設計，共招募介入組及對照組各21位參與者（平均生理月齡分別為33.23/35.25個月），介入組參與者接受24週的ESDM個別介入，對照組則接受一般醫療院所、坊間早療及幼兒園等介入。兩組參與者分別介入前（時間點一）、介入後（時間點二），以及介入結束半年後（時間點三）等三個時間點，接受JA、遊戲及模仿能力的實驗室作業測量，及以自閉症觀察診斷量表（Autism Diagnostic Observation Schedule）評估症狀嚴重度。
研究結果：相較介入前的表現，介入組參與者遊戲能力在時間點三進步較對照組大。此外，本研究以發展商數55區分高、低功能參與者，發現介入組低功能參與者介入後的假扮遊戲進步明顯較大，時間點三之手部模仿，即時的主動共享式注意力及遊戲能力進展幅度亦優於對照組。
結論：整體而言，ESDM對於ASD幼兒的遊戲能力有明顯助益，且更能提升低功能參與者的社會溝通能力。未來研究建議選擇隨機控制設計，選擇適切的測量指標，蒐集具代表性的樣本，以進一步澄清ESDM對ASD患者早期社會溝通能力的療效。
Objectives: Individauls with autism spectrum disorder (ASD) are characterized with Theory of Mind (ToM) deficit, one of theoretical perspectives in developmental psychopathology. Early Start Denver Model (ESDM) is an evidence- and theory-based comprehensive early intervention for young children with ASD. The positive effect of ESDM on cognition and symptoms has been demonstrated in recent studies. This study evaluated the effectiveness of ESDM on the precursors of ToM: joint attention, play and imitation, as well as symptom severity.
Methods: A pre-post test case control study was conducted. Twenty-one children with ASD were recruited as the intervention group (N = 21, mean age = 33.23 months), receiving one-on-one ESDM intervention for 24 weeks. While the comparison group (N = 21, mean age = 35.25 months) received community-intervention. The joint attention, play and imitation abilities and symptom severity were assessed per-intervention (T1), post-intervention (T2) and 6 months after intervention (T3).
Results: Compared to the comparison group, the intervention group showed greater improvement in play ability from T1 to T3. Furthermore, low-functioning children (development quotient < 55) with ASD in the intervention group showed significant improvement in pretend play on T2, as well as in hand motion imitation, initiation of joint attention and pretend play on T3 compared to low-functioning children with ASD in the comparison group.
Conclusions: The findings suggested ESDM have positive effects on precursors of ToM for young children with ASD, especially for low-functioning participants. Suggestions for future study are mentioned, including recruiting larger sample size, adjusting the measurement and conducting a randomized control study.
參考文獻 Baimel, A., Severson, R. L., Baron, A. S., & Birch, S. A. (2015). Enhancing “theory of mind” through behavioral synchrony. Frontiers in psychology, 6, 870.
Baio, J., Wiggins, L., Christensen, D. L., Maenner, M. J., Daniels, J., Warren, Z., . . . White, T. (2018). Prevalence of autism spectrum disorder among children aged 8 years—Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2014. MMWR Surveillance Summaries, 67(6), 1.
Baron-Cohen, S. (1988). Social and pragmatic deficits in autism: Cognitive or affective?. Journal of autism and developmental disorders, 18(3), 379-402.
Baron‐Cohen, S. (1989). The autistic child`s theory of mind: A case of specific developmental delay. Journal of child Psychology and Psychiatry, 30(2), 285-297.
Baron-Cohen, S. (1997). How to build a baby that can read minds: Cognitive mechanisms in mindreading. The maladapted mind: Classic readings in evolutionary psychopathology, 207-239.
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”. Cognition, 21(1), 37-46.
Bates, E., Camaioni, L., & Volterra, V. (1975). The acquisition of performatives prior to speech. Merrill-Palmer quarterly of behavior and development, 21(3), 205-226.
Bender, L. (1969). A longitudinal study of schizophrenic children with autism. Psychiatric Services, 20(8), 230-237.
Butterworth, G., & Jarrett, N. (1991). What minds have in common is space: Spatial mechanisms serving joint visual attention in infancy. British journal of developmental psychology, 9(1), 55-72.
Call, J., & Carpenter, M. (2002). Three sources of information in social learning. Imitation in animals and artifacts, 211-228.
Carpenter, M., Nagell, K., Tomasello, M., Butterworth, G., & Moore, C. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the society for research in child development, i-174.
Charman, T. (2003). Why is joint attention a pivotal skill in autism? Philosophical Transactions of the Royal Society of London B: Biological Sciences, 358(1430), 315-324.
Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Cox, A., & Drew, A. (2000). Testing joint attention, imitation, and play as infancy precursors to language and theory of mind. Cognitive development, 15(4), 481-498.
Charman, T., Swettenham, J., Baron-Cohen, S., Cox, A., Baird, G., & Drew, A. (1997). Infants with autism: An investigation of empathy, pretend play, joint attention, and imitation. Developmental Psychology, 33(5), 781.
Chawarska, K., Klin, A., Paul, R., Macari, S., & Volkmar, F. (2009). A prospective study of toddlers with ASD: Short‐term diagnostic and cognitive outcomes. Journal of Child Psychology and Psychiatry, 50(10), 1235-1245.
Chiang, C.-H., Soong, W.-T., Lin, T.-L., & Rogers, S. J. (2008). Nonverbal communication skills in young children with autism. Journal of Autism and Developmental Disorders, 38(10), 1898.
Churchill, D. W. (1972). The relation of infantile autism and early childhood schizophrenia to developmental language disorders of childhood. Journal of autism and childhood schizophrenia, 2(2), 182-197.
Colombi, C., Liebal, K., Tomasello, M., Young, G., Warneken, F., & Rogers, S. J. (2009). Examining correlates of cooperation in autism: Imitation, joint attention, and understanding intentions. Autism, 13(2), 143-163. doi:10.1177/1362361308098514
Contaldo, A., Colombi, C., Pierotti, C., Masoni, P., & Muratori, F. (2020). Outcomes and moderators of Early Start Denver Model intervention in young children with autism spectrum disorder delivered in a mixed individual and group setting. Autism, 24(3), 718-729.
Corkum, V., & Moore, C. (1998). The origins of joint visual attention in infants. Developmental Psychology, 34(1), 28.
Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., . . . Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model. Pediatrics, 125(1), e17-e23.
Dawson, G., Webb, S. J., & McPartland, J. (2005). Understanding the nature of face processing impairment in autism: insights from behavioral and electrophysiological studies. Developmental neuropsychology, 27(3), 403-424.
DeMyer, M. K., Alpern, G. D., Barton, S., DeMyer, W. E., Churchill, D. W., Hingtgen, J. N., . . . Kimberlin, C. (1972). Imitation in autistic, early schizophrenic, and non-psychotic subnormal children. Journal of autism and childhood schizophrenia, 2(3), 264-287.
Devescovi, R., Monasta, L., Mancini, A., Bin, M., Vellante, V., Carrozzi, M., & Colombi, C. (2016). Early diagnosis and Early Start Denver Model intervention in autism spectrum disorders delivered in an Italian Public Health System service. Neuropsychiatric disease and treatment, 12, 1379.
Douglas, V., & Sanders, F. A. (1968). A pilot study of Rimland`s diagnostic check list with autistic and mentally retarded children. Journal of Child Psychology and Psychiatry, 9(2), 105-109.
Eapen, V., Crncec, R., & Walter, A. (2013). Clinical outcomes of an early intervention program for preschool children with Autism Spectrum Disorder in a community group setting. BMC Pediatr, 13(1), 3. doi:10.1186/1471-2431-13-3
Estes, A., Munson, J., Rogers, S. J., Greenson, J., Winter, J., & Dawson, G. (2015). Long-Term Outcomes of Early Intervention in 6-Year-Old Children With Autism Spectrum Disorder. J Am Acad Child Adolesc Psychiatry, 54(7), 580-587.
Estes, A., Vismara, L., Mercado, C., Fitzpatrick, A., Elder, L., Greenson, J., ... & Dawson, G. (2014). The impact of parent-delivered intervention on parents of very young children with autism. Journal of autism and developmental disorders, 44(2), 353-365.
Frith, U. (2012). Why we need cognitive explanations of autism. The Quarterly Journal of Experimental Psychology, 65(11), 2073-2092.
Geoffray, M. M., Denis, A., Mengarelli, F., Peter, C., Gallifet, N., Beaujeard, V., ... & Magnificat, S. (2019). Using ESDM 12 hours per week in children with autism spectrum disorder: feasibility and results of an obsevational study. Psychiatria Danubina, 31(3), 333-339.
Goods, K. S., Ishijima, E., Chang, Y. C., & Kasari, C. (2013). Preschool based JASPER intervention in minimally verbal children with autism: Pilot RCT. Journal of autism and developmental disorders, 43(5), 1050-1056.
Gotham, K., Pickles, A., & Lord, C. (2009). Standardizing ADOS scores for a measure of severity in autism spectrum disorders. Journal of autism and developmental disorders, 39(5), 693-705.
Hart, B., & Risley, T. R. (1975). Incidental teaching of language in the preschool 1. Journal of applied behavior analysis, 8(4), 411-420.
Hus, V., Gotham, K., & Lord, C. (2014). Standardizing ADOS domain scores: Separating severity of social affect and restricted and repetitive behaviors. Journal of autism and developmental disorders, 44(10), 2400-2412.
Ingersoll, B. (2010). Brief report: Pilot randomized controlled trial of reciprocal imitation training for teaching elicited and spontaneous imitation to children with autism. Journal of Autism and Developmental Disorders, 40(9), 1154-1160.
Ingersoll, B., & Wainer, A. (2013). Initial efficacy of project ImPACT: a parent-mediated social communication intervention for young children with ASD. J Autism Dev Disord, 43(12), 2943-2952. doi:10.1007/s10803-013-1840-9
Itzchak, E. B., & Zachor, D. A. (2011). Who benefits from early intervention in autism spectrum disorders?. Research in Autism Spectrum Disorders, 5(1), 345-350.
Jarrold, C., Boucher, J., & Smith, P. (1993). Symbolic play in autism: A review. Journal of Autism and Developmental Disorders, 23(2), 281-307.
Jones, S. S. (2007). Imitation in infancy: The development of mimicry. Psychological Science, 18(7), 593-599.
Kaiser, A. P., & Hester, P. P. (1994). Generalized effects of enhanced milieu teaching. Journal of Speech, Language, and Hearing Research, 37(6), 1320-1340.
Kanner, L. (1943). Autistic disturbances of affective contact. Nervous child, 2(3), 217-250.
Koegel, R. L., & Koegel, L. K. (2006). Pivotal response treatments for autism: Communication, social, & academic development: Paul H Brookes Publishing.
Leslie, A. M. (1987). Pretense and representation: The origins of" theory of mind.". Psychological review, 94(4), 412.
Lewis, J. B., Laura Lupton, Samantha Watson, Vicky. (2000). Relationships between symbolic play, functional play, verbal and non-verbal ability in young children. International Journal of Language & Communication Disorders, 35(1), 117-127.
Lifter, K. (2008). Assessment and Teaching. Effective practices for children with autism: Educational and behavior support interventions that work, 299.
Lifter, K., & Bloom, L. (1989). Object knowledge and the emergence of language. Infant Behavior and Development, 12(4), 395-423.
Lifter, K., Gitlin-Weiner, K., Sandgrund, A., & Schafer, C. (2000). Linking assessment to intervention for children with developmental disabilities or at-risk for developmental delay: The developmental play assessment (DPA) instrument. Play diagnosis and assessment, 2, 228-261.
Lillard, A. S. (1993). Pretend play skills and the child`s theory of mind. Child development, 64(2), 348-371.
Lin, T. L., Chiang, C. H., Ho, S. Y., Wu, H. C., & Wong, C. C. (2020). Preliminary clinical outcomes of a short-term low-intensity Early Start Denver Model implemented in the Taiwanese public health system. Autism, 1362361319897179.
Lord, C., Rutter, M., Pamela C.. Dilavore, & Risi, S. (2008). ADOS: Autism diagnostic observation schedule. Boston, MA: Hogrefe.
Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of consulting and clinical psychology, 55(1), 3.
Meek, S. E., Robinson, L. T., & Jahromi, L. B. (2012). Parent–child predictors of social competence with peers in children with and without autism. Research in Autism Spectrum Disorders, 6(2), 815-823.
Meltzoff, A. N. (1988). Infant imitation after a 1-week delay: long-term memory for novel acts and multiple stimuli. Developmental psychology, 24(4), 470.
Meltzoff, A. N. (2005). Imitation and other minds: The “like me” hypothesis. Perspectives on imitation: From neuroscience to social science, 2, 55-77.
Meltzoff, A. N., & Moore, M. K. (1989). Imitation in newborn infants: Exploring the range of gestures imitated and the underlying mechanisms. Developmental Psychology, 25(6), 954.
Mosconi, M. W., Reznick, J. S., Mesibov, G., & Piven, J. (2009). The Social Orienting Continuum and Response Scale (SOC-RS): A dimensional measure for preschool-aged children. Journal of Autism and Developmental Disorders, 39(2), 242-250.
Mullen, E. M. (1995). Mullen scales of early learning: AGS Circle Pines, MN.
Mundy, P., Block, J., Delgado, C., Pomares, Y., Van Hecke, A. V., & Parlade, M. V. (2007). Individual differences and the development of joint attention in infancy. Child development, 78(3), 938-954.
Mundy, P., Delgado, C., Block, J., Venezia, M., Hogan, A., & Seibert, J. (2003). Early social communication scales (ESCS). Coral Gables, FL: University of Miami.
Mundy, P., & Newell, L. (2007). Attention, joint attention, and social cognition. Current directions in psychological science, 16(5), 269-274.
Mundy, P., Sigman, M., & Kasari, C. (1994). Joint attention, developmental level, and symptom presentation in autism. Development and psychopathology, 6(3), 389-401.
Mundy, P., Sigman, M., Ungerer, J., & Sherman, T. (1986). Defining the social deficits of autism: The contribution of non‐verbal communication measures. Journal of Child Psychology and Psychiatry, 27(5), 657-669.
Murray, D. S., Creaghead, N. A., Manning-Courtney, P., Shear, P. K., Bean, J., & Prendeville, J.-A. (2008). The relationship between joint attention and language in children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 23(1), 5-14.
Osterling, J., & Dawson, G. (1994). Early recognition of children with autism: A study of first birthday home videotapes. Journal of Autism and Developmental Disorders, 24(3), 247-257.
Piaget, J., & Cook, M. T. (1952). The origins of intelligence in children.
Pickard, K. E., & Ingersoll, B. R. (2015). Brief report: High and low level initiations of joint attention, and response to joint attention: Differential relationships with language and imitation. Journal of autism and developmental disorders, 45(1), 262-268.
Rogers, S. J., & Dawson, G. (2010). Early Start Denver Model for young children with autism: Promoting language, learning, and engagement. Guilford Press.
Rogers, S. J., Estes, A., Lord, C., Munson, J., Rocha, M., Winter, J., ... & Sugar, C. A. (2019). A multisite randomized controlled two-phase trial of the Early Start Denver Model compared to treatment as usual. Journal of the American Academy of Child & Adolescent Psychiatry, 58(9), 853-865.
Rogers, S. J., Estes, A., Lord, C., Vismara, L., Winter, J., Fitzpatrick, A., ... & Dawson, G. (2012). Effects of a brief Early Start Denver Model (ESDM)–based parent intervention on toddlers at risk for autism spectrum disorders: A randomized controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 51(10), 1052-1065.
Rogers, S. J., Estes, A., Vismara, L., Munson, J., Zierhut, C., Greenson, J., . . . Senturk, D. (2018). Enhancing Low-Intensity Coaching in Parent Implemented Early Start Denver Model Intervention for Early Autism: A Randomized Comparison Treatment Trial. Journal of Autism and Developmental Disorders, 1-15.
Rogers, S. J., Hepburn, S. L., Stackhouse, T., & Wehner, E. (2003). Imitation performance in toddlers with autism and those with other developmental disorders. Journal of Child Psychology and Psychiatry, 44(5), 763-781.
Rogers, S. J., & Pennington, B. F. (1991). A theoretical approach to the deficits in infantile autism. Development and psychopathology, 3(2), 137-162.
Rubin, E., Prizant, B. M., Laurent, A. C., & Wetherby, A. M. (2013). Social communication, emotional regulation, and transactional support (SCERTS). In Interventions for Autism Spectrum Disorders (pp. 107-127). Springer, New York, NY.
Rutter, M. (1972). Childhood schizophrenia reconsidered. Journal of autism and childhood schizophrenia, 2(3), 315-337.
Rutter, M., Le Couteur, A., & Lord, C. (2003). Autism diagnostic interview-revised. Los Angeles, CA: Western Psychological Services, 29, 30.
Scaife, M., & Bruner, J. S. (1975). The capacity for joint visual attention in the infant. Nature, 253(5489), 265.
Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., . . . Bruinsma, Y. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(8), 2411-2428.
Sigman, M., & Ungerer, J. A. (1984). Cognitive and language skills in autistic, mentally retarded, and normal children. Developmental Psychology, 20(2), 293.
Smith, T., Klorman, R., & Mruzek, D. W. (2015). Predicting outcome of community-based early intensive behavioral intervention for children with autism. Journal of Abnormal Child Psychology, 43(7), 1271-1282.
Smith, T., Scahill, L., Dawson, G., Guthrie, D., Lord, C., Odom, S., … Wagner, A. (2007).　Designing research studies on psychosocial interventions in autism. Journal of Autism　& Developmental Disorders, 37(2), 354-366.
Stone, W. L. (2013). Screening tool for autism in two-year-olds (STAT). Encyclopedia of autism spectrum disorders, 2684-2688.
Stone, W. L., Ousley, O. Y., & Littleford, C. D. (1997). Motor imitation in young children with autism: What`s the object? Journal of abnormal child psychology, 25(6), 475-485.
Tapp, J., & Yoder, P. (2003). Play coder (version 1.1. 2)[computer software]. Nashville, TN: Vanderbilt University.
Templeton, G. F. (2011). A two-step approach for transforming continuous variables to normal: implications and recommendations for IS research. Communications of the Association for Information Systems, 28(1), 4.
Thurm, A., Lord, C., Lee, L.C., & Newschaffer, C. (2007). Predictors of language acquisition in preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37(9), 1721-1734.
Tilton, J. R., & Ottinger, D. R. (1964). Comparison of the toy play behavior of autistic, retarded, and normal children. Psychological Reports, 15(3), 967-975.
Tomasello, M. (1995). Joint attention as social cognition. Joint attention: Its origins and role in development, 103130.
Toth, K., Munson, J., Meltzoff, A. N., & Dawson, G. (2006). Early predictors of communication development in young children with autism spectrum disorder: joint attention, imitation, and toy play. J Autism Dev Disord, 36(8), 993-1005. doi:10.1007/s10803-006-0137-7
Vismara, L. A., Colombi, C., & Rogers, S. J. (2009). Can one hour per week of therapy lead to lasting changes in young children with autism? Autism, 13(1), 93-115. doi:10.1177/1362361307098516
Vismara, L. A., & Rogers, S. J. (2008). The Early Start Denver Model: A case study of an innovative practice. Journal of Early Intervention, 31(1), 91-108.
Vismara, L. A., & Rogers, S. J. (2010). Behavioral treatments in autism spectrum disorder: what do we know? Annual review of clinical psychology, 6, 447-468.
Vivanti, G., Dissanayake, C., Zierhut, C., Rogers, S. J., & Victorian, A. T. (2013). Brief report: Predictors of outcomes in the Early Start Denver Model delivered in a group setting. J Autism Dev Disord, 43(7), 1717-1724. doi:10.1007/s10803-012-1705-7
Vivanti, G., Dissanayake, C., Duncan, E., Feary, J., Capes, K., Upson, S., . . . Hudry, K. (2018). Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial. Autism, 1362361318801341
Vivanti, G., Fanning, P. A., Hocking, D. R., Sievers, S., & Dissanayake, C. (2017). Social attention, joint attention and sustained attention in autism Spectrum disorder and Williams syndrome: convergences and divergences. Journal of Autism and Developmental Disorders, 47(6), 1866-1877.
Vivanti, G., Hocking, D. R., Fanning, P., & Dissanayake, C. (2016). Social affiliation motives modulate spontaneous learning in Williams syndrome but not in autism. Molecular Autism, 7(1), 40.
Vivanti, G., Paynter, J., Duncan, E., Fothergill, H., Dissanayake, C., Rogers, S. J., & Victorian, A. T. (2014). Effectiveness and feasibility of the early start denver model implemented in a group-based community childcare setting. J Autism Dev Disord, 44(12), 3140-3153. doi:10.1007/s10803-014-2168-9
Warreyn, P., van der Paelt, S., & Roeyers, H. (2014). Social-communicative abilities as treatment goals for preschool children with autism spectrum disorder: the importance of imitation, joint attention, and play. Dev Med Child Neurol, 56(8), 712-716. doi:10.1111/dmcn.12455
Watson-Jones, R. E., Legare, C. H., Whitehouse, H., & Clegg, J. M. (2014). Task-specific effects of ostracism on imitative fidelity in early childhood. Evolution and Human Behavior, 35(3), 204-210.
Williams, J. H., Whiten, A., & Singh, T. (2004). A systematic review of action imitation in autistic spectrum disorder. Journal of autism and developmental disorders, 34(3), 285-299.
Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children`s understanding of deception. Cognition, 13(1), 103-128.
Wing, L., Gould, J., Yeates, S. R., & Brierly, L. M. (1977). Symbolic play in severely mentally retarded and in autistic children. Journal of Child Psychology and Psychiatry, 18(2), 167-178.
Wolfberg, P. J., & Schuler, A. L. (1999). Fostering peer interaction, imaginative play and spontaneous language in children with autism. Child Language Teaching and Therapy, 15(1), 41-52.
Wong, V., Hui, L. H. S., Lee, W. C., Leung, L. S. J., Ho, P. K. P., Lau, W. L. C., ... & Chung, B. (2004). A modified screening tool for autism (Checklist for Autism in Toddlers [CHAT-23]) for Chinese children. Pediatrics, 114(2), e166-e176.
Wu, C. C., & Chiang, C. H. (2014). The developmental sequence of social-communicative skills in young children with autism: A longitudinal study. Autism, 18(4), 385-392.
Wu, C. C., Chiang, C. H., & Hou, Y. M. (2011). A two time point study of imitative abilities in children with autism spectrum disorders. Journal of Applied Research in Intellectual Disabilities, 24(1), 39-49.
Xu, Y., Yang, J., Yao, J., Chen, J., Zhuang, X., Wang, W., ... & Lee, G. T. (2018). A pilot study of a culturally adapted early intervention for young children with autism spectrum disorders in China. Journal of Early Intervention, 40(1), 52-68.
Zhou, B., Xu, Q., Li, H., Zhang, Y., Wang, Y., Rogers, S. J., & Xu, X. (2018). Effects of Parent‐Implemented Early Start Denver Model Intervention on Chinese Toddlers with Autism Spectrum Disorder: A Non‐Randomized Controlled Trial. Autism Research, 11(4), 654-666.
Zwaigenbaum, L., Bryson, S., Rogers, T., Roberts, W., Brian, J., & Szatmari, P. (2005). Behavioral manifestations of autism in the first year of life. International journal of developmental neuroscience, 23(2-3), 143-152.
吳進欽、姜忠信和侯育銘（2005）。自閉症兒童的立即模仿與延遲模仿之研究。中華心理衛生學刊，18(2)，1-24。
林姿伶（2019）。 臺灣自閉症類群障礙幼兒丹佛早療模式之療效研究（未出版之博士論文）。國立政治大學，台北市。
林姿伶、姜忠信和吳欣治（2016）自閉症類群兒童綜合性早期療育的療效研究：文獻回顧。中華心理衛生學刊，29(1)，1-46。
描述 碩士
國立政治大學
心理學系
105752005
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0105752005
資料類型 thesis
dc.contributor.advisor 姜忠信zh_TW
dc.contributor.author (Authors) 曹芷庭zh_TW
dc.contributor.author (Authors) Tsao, Chih-Tingen_US
dc.creator (作者) 曹芷庭zh_TW
dc.creator (作者) Tsao, Chih-Tingen_US
dc.date (日期) 2020en_US
dc.date.accessioned 1-Jul-2020 13:49:15 (UTC+8)-
dc.date.available 1-Jul-2020 13:49:15 (UTC+8)-
dc.date.issued (上傳時間) 1-Jul-2020 13:49:15 (UTC+8)-
dc.identifier (Other Identifiers) G0105752005en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/130585-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 心理學系zh_TW
dc.description (描述) 105752005zh_TW
dc.description.abstract (摘要) 研究目的：發展心理病理的論點之一，是認為自閉症類群障礙症（autism spectrum disorder, ASD）患者有心智理論能力的發展缺陷。丹佛早療模式（Early Start Denver Model, ESDM）是一個兼具實徵研究及理論基礎的綜合性ASD幼兒早療模式，過去研究顯示其對ASD幼兒的整體認知能力及症狀行為具有療效。本研究以心智理論能力的先備能力為基礎，評估ESDM對於共享式注意力（joint attention, JA）、模仿及遊戲能力等早期社會溝通缺損，以及各領域症狀嚴重度之療效。
研究方法：本研究以前、後測個案控制研究設計，共招募介入組及對照組各21位參與者（平均生理月齡分別為33.23/35.25個月），介入組參與者接受24週的ESDM個別介入，對照組則接受一般醫療院所、坊間早療及幼兒園等介入。兩組參與者分別介入前（時間點一）、介入後（時間點二），以及介入結束半年後（時間點三）等三個時間點，接受JA、遊戲及模仿能力的實驗室作業測量，及以自閉症觀察診斷量表（Autism Diagnostic Observation Schedule）評估症狀嚴重度。
研究結果：相較介入前的表現，介入組參與者遊戲能力在時間點三進步較對照組大。此外，本研究以發展商數55區分高、低功能參與者，發現介入組低功能參與者介入後的假扮遊戲進步明顯較大，時間點三之手部模仿，即時的主動共享式注意力及遊戲能力進展幅度亦優於對照組。
結論：整體而言，ESDM對於ASD幼兒的遊戲能力有明顯助益，且更能提升低功能參與者的社會溝通能力。未來研究建議選擇隨機控制設計，選擇適切的測量指標，蒐集具代表性的樣本，以進一步澄清ESDM對ASD患者早期社會溝通能力的療效。		zh_TW
dc.description.abstract (摘要) Objectives: Individauls with autism spectrum disorder (ASD) are characterized with Theory of Mind (ToM) deficit, one of theoretical perspectives in developmental psychopathology. Early Start Denver Model (ESDM) is an evidence- and theory-based comprehensive early intervention for young children with ASD. The positive effect of ESDM on cognition and symptoms has been demonstrated in recent studies. This study evaluated the effectiveness of ESDM on the precursors of ToM: joint attention, play and imitation, as well as symptom severity.
Methods: A pre-post test case control study was conducted. Twenty-one children with ASD were recruited as the intervention group (N = 21, mean age = 33.23 months), receiving one-on-one ESDM intervention for 24 weeks. While the comparison group (N = 21, mean age = 35.25 months) received community-intervention. The joint attention, play and imitation abilities and symptom severity were assessed per-intervention (T1), post-intervention (T2) and 6 months after intervention (T3).
Results: Compared to the comparison group, the intervention group showed greater improvement in play ability from T1 to T3. Furthermore, low-functioning children (development quotient < 55) with ASD in the intervention group showed significant improvement in pretend play on T2, as well as in hand motion imitation, initiation of joint attention and pretend play on T3 compared to low-functioning children with ASD in the comparison group.
Conclusions: The findings suggested ESDM have positive effects on precursors of ToM for young children with ASD, especially for low-functioning participants. Suggestions for future study are mentioned, including recruiting larger sample size, adjusting the measurement and conducting a randomized control study.		en_US
dc.description.tableofcontents 第一章　緒論 1
第一節 研究動機 1
第二節 名詞釋義 3
第二章　文獻回顧 6
第一節　自閉症類群障礙症幼兒的綜合性早療模式 6
第二節　丹佛早療模式 9
第三節　ASD幼兒的社會缺損 19
壹、自閉症之心理病理 19
貳、共享式注意力 21
參、遊戲能力 23
肆、模仿 25
伍、ASD社會溝通能力缺損 28
第四節　研究目的與問題假設 31
第三章　研究方法 32
第一節　研究對象 32
第二節　研究材料與評估工具 38
壹、標準化評估工具 38
貳、社會溝通能力作業典範 39
參、其他評估工具 45
第三節　研究設計與流程 46
第四章　研究結果 48
第一節　前置分析 48
壹、遺漏值處理 48
貳、兩組參與者各時間點間介入經驗比較 48
參、情緒模仿作業典範效度 49
第二節　組內社會溝通能力療效 50
壹、介入組 50
貳、對照組 59
第三節　組間社會溝通能力進展差異 62
壹、介入組與對照組之進展差異 62
第四節　高、低功能參與者之社會溝通能力進展差異 70
壹、低功能組 70
貳、高功能組 79
第五章　討論 88
第一節　組內早期療育療效 88
第二節　組間療效比較 90
壹、介入組與對照組 90
貳、低功能參與者療效比較 91
參、高功能參與者療效比較 92
肆、組間療效總結 93
第三節　結論與建議 95
壹、研究貢獻 95
貳、研究限制及未來研究建議 95
參考文獻 97
附錄一　參與者學前階段治療活動調查表 107		zh_TW
dc.format.extent 3119465 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0105752005en_US
dc.subject (關鍵詞) 自閉症類群障礙症zh_TW
dc.subject (關鍵詞) 丹佛早療模式zh_TW
dc.subject (關鍵詞) 共享式注意力zh_TW
dc.subject (關鍵詞) 假扮遊戲zh_TW
dc.subject (關鍵詞) 模仿zh_TW
dc.subject (關鍵詞) Autism spectrum disorderen_US
dc.subject (關鍵詞) Early Start Denver Modelen_US
dc.subject (關鍵詞) Joint attentionen_US
dc.subject (關鍵詞) Pretend playen_US
dc.subject (關鍵詞) Imitationen_US
dc.title (題名) 丹佛早療模式對自閉症類群障礙症幼兒的社會溝通能力之療效研究zh_TW
dc.title (題名) The Effectiveness of Early Start Denver Model on the Social Communication Abilities for Young Children with Autism Spectrum Disorderen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Baimel, A., Severson, R. L., Baron, A. S., & Birch, S. A. (2015). Enhancing “theory of mind” through behavioral synchrony. Frontiers in psychology, 6, 870.
Baio, J., Wiggins, L., Christensen, D. L., Maenner, M. J., Daniels, J., Warren, Z., . . . White, T. (2018). Prevalence of autism spectrum disorder among children aged 8 years—Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2014. MMWR Surveillance Summaries, 67(6), 1.
Baron-Cohen, S. (1988). Social and pragmatic deficits in autism: Cognitive or affective?. Journal of autism and developmental disorders, 18(3), 379-402.
Baron‐Cohen, S. (1989). The autistic child`s theory of mind: A case of specific developmental delay. Journal of child Psychology and Psychiatry, 30(2), 285-297.
Baron-Cohen, S. (1997). How to build a baby that can read minds: Cognitive mechanisms in mindreading. The maladapted mind: Classic readings in evolutionary psychopathology, 207-239.
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”. Cognition, 21(1), 37-46.
Bates, E., Camaioni, L., & Volterra, V. (1975). The acquisition of performatives prior to speech. Merrill-Palmer quarterly of behavior and development, 21(3), 205-226.
Bender, L. (1969). A longitudinal study of schizophrenic children with autism. Psychiatric Services, 20(8), 230-237.
Butterworth, G., & Jarrett, N. (1991). What minds have in common is space: Spatial mechanisms serving joint visual attention in infancy. British journal of developmental psychology, 9(1), 55-72.
Call, J., & Carpenter, M. (2002). Three sources of information in social learning. Imitation in animals and artifacts, 211-228.
Carpenter, M., Nagell, K., Tomasello, M., Butterworth, G., & Moore, C. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the society for research in child development, i-174.
Charman, T. (2003). Why is joint attention a pivotal skill in autism? Philosophical Transactions of the Royal Society of London B: Biological Sciences, 358(1430), 315-324.
Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Cox, A., & Drew, A. (2000). Testing joint attention, imitation, and play as infancy precursors to language and theory of mind. Cognitive development, 15(4), 481-498.
Charman, T., Swettenham, J., Baron-Cohen, S., Cox, A., Baird, G., & Drew, A. (1997). Infants with autism: An investigation of empathy, pretend play, joint attention, and imitation. Developmental Psychology, 33(5), 781.
Chawarska, K., Klin, A., Paul, R., Macari, S., & Volkmar, F. (2009). A prospective study of toddlers with ASD: Short‐term diagnostic and cognitive outcomes. Journal of Child Psychology and Psychiatry, 50(10), 1235-1245.
Chiang, C.-H., Soong, W.-T., Lin, T.-L., & Rogers, S. J. (2008). Nonverbal communication skills in young children with autism. Journal of Autism and Developmental Disorders, 38(10), 1898.
Churchill, D. W. (1972). The relation of infantile autism and early childhood schizophrenia to developmental language disorders of childhood. Journal of autism and childhood schizophrenia, 2(2), 182-197.
Colombi, C., Liebal, K., Tomasello, M., Young, G., Warneken, F., & Rogers, S. J. (2009). Examining correlates of cooperation in autism: Imitation, joint attention, and understanding intentions. Autism, 13(2), 143-163. doi:10.1177/1362361308098514
Contaldo, A., Colombi, C., Pierotti, C., Masoni, P., & Muratori, F. (2020). Outcomes and moderators of Early Start Denver Model intervention in young children with autism spectrum disorder delivered in a mixed individual and group setting. Autism, 24(3), 718-729.
Corkum, V., & Moore, C. (1998). The origins of joint visual attention in infants. Developmental Psychology, 34(1), 28.
Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., . . . Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model. Pediatrics, 125(1), e17-e23.
Dawson, G., Webb, S. J., & McPartland, J. (2005). Understanding the nature of face processing impairment in autism: insights from behavioral and electrophysiological studies. Developmental neuropsychology, 27(3), 403-424.
DeMyer, M. K., Alpern, G. D., Barton, S., DeMyer, W. E., Churchill, D. W., Hingtgen, J. N., . . . Kimberlin, C. (1972). Imitation in autistic, early schizophrenic, and non-psychotic subnormal children. Journal of autism and childhood schizophrenia, 2(3), 264-287.
Devescovi, R., Monasta, L., Mancini, A., Bin, M., Vellante, V., Carrozzi, M., & Colombi, C. (2016). Early diagnosis and Early Start Denver Model intervention in autism spectrum disorders delivered in an Italian Public Health System service. Neuropsychiatric disease and treatment, 12, 1379.
Douglas, V., & Sanders, F. A. (1968). A pilot study of Rimland`s diagnostic check list with autistic and mentally retarded children. Journal of Child Psychology and Psychiatry, 9(2), 105-109.
Eapen, V., Crncec, R., & Walter, A. (2013). Clinical outcomes of an early intervention program for preschool children with Autism Spectrum Disorder in a community group setting. BMC Pediatr, 13(1), 3. doi:10.1186/1471-2431-13-3
Estes, A., Munson, J., Rogers, S. J., Greenson, J., Winter, J., & Dawson, G. (2015). Long-Term Outcomes of Early Intervention in 6-Year-Old Children With Autism Spectrum Disorder. J Am Acad Child Adolesc Psychiatry, 54(7), 580-587.
Estes, A., Vismara, L., Mercado, C., Fitzpatrick, A., Elder, L., Greenson, J., ... & Dawson, G. (2014). The impact of parent-delivered intervention on parents of very young children with autism. Journal of autism and developmental disorders, 44(2), 353-365.
Frith, U. (2012). Why we need cognitive explanations of autism. The Quarterly Journal of Experimental Psychology, 65(11), 2073-2092.
Geoffray, M. M., Denis, A., Mengarelli, F., Peter, C., Gallifet, N., Beaujeard, V., ... & Magnificat, S. (2019). Using ESDM 12 hours per week in children with autism spectrum disorder: feasibility and results of an obsevational study. Psychiatria Danubina, 31(3), 333-339.
Goods, K. S., Ishijima, E., Chang, Y. C., & Kasari, C. (2013). Preschool based JASPER intervention in minimally verbal children with autism: Pilot RCT. Journal of autism and developmental disorders, 43(5), 1050-1056.
Gotham, K., Pickles, A., & Lord, C. (2009). Standardizing ADOS scores for a measure of severity in autism spectrum disorders. Journal of autism and developmental disorders, 39(5), 693-705.
Hart, B., & Risley, T. R. (1975). Incidental teaching of language in the preschool 1. Journal of applied behavior analysis, 8(4), 411-420.
Hus, V., Gotham, K., & Lord, C. (2014). Standardizing ADOS domain scores: Separating severity of social affect and restricted and repetitive behaviors. Journal of autism and developmental disorders, 44(10), 2400-2412.
Ingersoll, B. (2010). Brief report: Pilot randomized controlled trial of reciprocal imitation training for teaching elicited and spontaneous imitation to children with autism. Journal of Autism and Developmental Disorders, 40(9), 1154-1160.
Ingersoll, B., & Wainer, A. (2013). Initial efficacy of project ImPACT: a parent-mediated social communication intervention for young children with ASD. J Autism Dev Disord, 43(12), 2943-2952. doi:10.1007/s10803-013-1840-9
Itzchak, E. B., & Zachor, D. A. (2011). Who benefits from early intervention in autism spectrum disorders?. Research in Autism Spectrum Disorders, 5(1), 345-350.
Jarrold, C., Boucher, J., & Smith, P. (1993). Symbolic play in autism: A review. Journal of Autism and Developmental Disorders, 23(2), 281-307.
Jones, S. S. (2007). Imitation in infancy: The development of mimicry. Psychological Science, 18(7), 593-599.
Kaiser, A. P., & Hester, P. P. (1994). Generalized effects of enhanced milieu teaching. Journal of Speech, Language, and Hearing Research, 37(6), 1320-1340.
Kanner, L. (1943). Autistic disturbances of affective contact. Nervous child, 2(3), 217-250.
Koegel, R. L., & Koegel, L. K. (2006). Pivotal response treatments for autism: Communication, social, & academic development: Paul H Brookes Publishing.
Leslie, A. M. (1987). Pretense and representation: The origins of" theory of mind.". Psychological review, 94(4), 412.
Lewis, J. B., Laura Lupton, Samantha Watson, Vicky. (2000). Relationships between symbolic play, functional play, verbal and non-verbal ability in young children. International Journal of Language & Communication Disorders, 35(1), 117-127.
Lifter, K. (2008). Assessment and Teaching. Effective practices for children with autism: Educational and behavior support interventions that work, 299.
Lifter, K., & Bloom, L. (1989). Object knowledge and the emergence of language. Infant Behavior and Development, 12(4), 395-423.
Lifter, K., Gitlin-Weiner, K., Sandgrund, A., & Schafer, C. (2000). Linking assessment to intervention for children with developmental disabilities or at-risk for developmental delay: The developmental play assessment (DPA) instrument. Play diagnosis and assessment, 2, 228-261.
Lillard, A. S. (1993). Pretend play skills and the child`s theory of mind. Child development, 64(2), 348-371.
Lin, T. L., Chiang, C. H., Ho, S. Y., Wu, H. C., & Wong, C. C. (2020). Preliminary clinical outcomes of a short-term low-intensity Early Start Denver Model implemented in the Taiwanese public health system. Autism, 1362361319897179.
Lord, C., Rutter, M., Pamela C.. Dilavore, & Risi, S. (2008). ADOS: Autism diagnostic observation schedule. Boston, MA: Hogrefe.
Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of consulting and clinical psychology, 55(1), 3.
Meek, S. E., Robinson, L. T., & Jahromi, L. B. (2012). Parent–child predictors of social competence with peers in children with and without autism. Research in Autism Spectrum Disorders, 6(2), 815-823.
Meltzoff, A. N. (1988). Infant imitation after a 1-week delay: long-term memory for novel acts and multiple stimuli. Developmental psychology, 24(4), 470.
Meltzoff, A. N. (2005). Imitation and other minds: The “like me” hypothesis. Perspectives on imitation: From neuroscience to social science, 2, 55-77.
Meltzoff, A. N., & Moore, M. K. (1989). Imitation in newborn infants: Exploring the range of gestures imitated and the underlying mechanisms. Developmental Psychology, 25(6), 954.
Mosconi, M. W., Reznick, J. S., Mesibov, G., & Piven, J. (2009). The Social Orienting Continuum and Response Scale (SOC-RS): A dimensional measure for preschool-aged children. Journal of Autism and Developmental Disorders, 39(2), 242-250.
Mullen, E. M. (1995). Mullen scales of early learning: AGS Circle Pines, MN.
Mundy, P., Block, J., Delgado, C., Pomares, Y., Van Hecke, A. V., & Parlade, M. V. (2007). Individual differences and the development of joint attention in infancy. Child development, 78(3), 938-954.
Mundy, P., Delgado, C., Block, J., Venezia, M., Hogan, A., & Seibert, J. (2003). Early social communication scales (ESCS). Coral Gables, FL: University of Miami.
Mundy, P., & Newell, L. (2007). Attention, joint attention, and social cognition. Current directions in psychological science, 16(5), 269-274.
Mundy, P., Sigman, M., & Kasari, C. (1994). Joint attention, developmental level, and symptom presentation in autism. Development and psychopathology, 6(3), 389-401.
Mundy, P., Sigman, M., Ungerer, J., & Sherman, T. (1986). Defining the social deficits of autism: The contribution of non‐verbal communication measures. Journal of Child Psychology and Psychiatry, 27(5), 657-669.
Murray, D. S., Creaghead, N. A., Manning-Courtney, P., Shear, P. K., Bean, J., & Prendeville, J.-A. (2008). The relationship between joint attention and language in children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 23(1), 5-14.
Osterling, J., & Dawson, G. (1994). Early recognition of children with autism: A study of first birthday home videotapes. Journal of Autism and Developmental Disorders, 24(3), 247-257.
Piaget, J., & Cook, M. T. (1952). The origins of intelligence in children.
Pickard, K. E., & Ingersoll, B. R. (2015). Brief report: High and low level initiations of joint attention, and response to joint attention: Differential relationships with language and imitation. Journal of autism and developmental disorders, 45(1), 262-268.
Rogers, S. J., & Dawson, G. (2010). Early Start Denver Model for young children with autism: Promoting language, learning, and engagement. Guilford Press.
Rogers, S. J., Estes, A., Lord, C., Munson, J., Rocha, M., Winter, J., ... & Sugar, C. A. (2019). A multisite randomized controlled two-phase trial of the Early Start Denver Model compared to treatment as usual. Journal of the American Academy of Child & Adolescent Psychiatry, 58(9), 853-865.
Rogers, S. J., Estes, A., Lord, C., Vismara, L., Winter, J., Fitzpatrick, A., ... & Dawson, G. (2012). Effects of a brief Early Start Denver Model (ESDM)–based parent intervention on toddlers at risk for autism spectrum disorders: A randomized controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 51(10), 1052-1065.
Rogers, S. J., Estes, A., Vismara, L., Munson, J., Zierhut, C., Greenson, J., . . . Senturk, D. (2018). Enhancing Low-Intensity Coaching in Parent Implemented Early Start Denver Model Intervention for Early Autism: A Randomized Comparison Treatment Trial. Journal of Autism and Developmental Disorders, 1-15.
Rogers, S. J., Hepburn, S. L., Stackhouse, T., & Wehner, E. (2003). Imitation performance in toddlers with autism and those with other developmental disorders. Journal of Child Psychology and Psychiatry, 44(5), 763-781.
Rogers, S. J., & Pennington, B. F. (1991). A theoretical approach to the deficits in infantile autism. Development and psychopathology, 3(2), 137-162.
Rubin, E., Prizant, B. M., Laurent, A. C., & Wetherby, A. M. (2013). Social communication, emotional regulation, and transactional support (SCERTS). In Interventions for Autism Spectrum Disorders (pp. 107-127). Springer, New York, NY.
Rutter, M. (1972). Childhood schizophrenia reconsidered. Journal of autism and childhood schizophrenia, 2(3), 315-337.
Rutter, M., Le Couteur, A., & Lord, C. (2003). Autism diagnostic interview-revised. Los Angeles, CA: Western Psychological Services, 29, 30.
Scaife, M., & Bruner, J. S. (1975). The capacity for joint visual attention in the infant. Nature, 253(5489), 265.
Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., . . . Bruinsma, Y. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(8), 2411-2428.
Sigman, M., & Ungerer, J. A. (1984). Cognitive and language skills in autistic, mentally retarded, and normal children. Developmental Psychology, 20(2), 293.
Smith, T., Klorman, R., & Mruzek, D. W. (2015). Predicting outcome of community-based early intensive behavioral intervention for children with autism. Journal of Abnormal Child Psychology, 43(7), 1271-1282.
Smith, T., Scahill, L., Dawson, G., Guthrie, D., Lord, C., Odom, S., … Wagner, A. (2007).　Designing research studies on psychosocial interventions in autism. Journal of Autism　& Developmental Disorders, 37(2), 354-366.
Stone, W. L. (2013). Screening tool for autism in two-year-olds (STAT). Encyclopedia of autism spectrum disorders, 2684-2688.
Stone, W. L., Ousley, O. Y., & Littleford, C. D. (1997). Motor imitation in young children with autism: What`s the object? Journal of abnormal child psychology, 25(6), 475-485.
Tapp, J., & Yoder, P. (2003). Play coder (version 1.1. 2)[computer software]. Nashville, TN: Vanderbilt University.
Templeton, G. F. (2011). A two-step approach for transforming continuous variables to normal: implications and recommendations for IS research. Communications of the Association for Information Systems, 28(1), 4.
Thurm, A., Lord, C., Lee, L.C., & Newschaffer, C. (2007). Predictors of language acquisition in preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37(9), 1721-1734.
Tilton, J. R., & Ottinger, D. R. (1964). Comparison of the toy play behavior of autistic, retarded, and normal children. Psychological Reports, 15(3), 967-975.
Tomasello, M. (1995). Joint attention as social cognition. Joint attention: Its origins and role in development, 103130.
Toth, K., Munson, J., Meltzoff, A. N., & Dawson, G. (2006). Early predictors of communication development in young children with autism spectrum disorder: joint attention, imitation, and toy play. J Autism Dev Disord, 36(8), 993-1005. doi:10.1007/s10803-006-0137-7
Vismara, L. A., Colombi, C., & Rogers, S. J. (2009). Can one hour per week of therapy lead to lasting changes in young children with autism? Autism, 13(1), 93-115. doi:10.1177/1362361307098516
Vismara, L. A., & Rogers, S. J. (2008). The Early Start Denver Model: A case study of an innovative practice. Journal of Early Intervention, 31(1), 91-108.
Vismara, L. A., & Rogers, S. J. (2010). Behavioral treatments in autism spectrum disorder: what do we know? Annual review of clinical psychology, 6, 447-468.
Vivanti, G., Dissanayake, C., Zierhut, C., Rogers, S. J., & Victorian, A. T. (2013). Brief report: Predictors of outcomes in the Early Start Denver Model delivered in a group setting. J Autism Dev Disord, 43(7), 1717-1724. doi:10.1007/s10803-012-1705-7
Vivanti, G., Dissanayake, C., Duncan, E., Feary, J., Capes, K., Upson, S., . . . Hudry, K. (2018). Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial. Autism, 1362361318801341
Vivanti, G., Fanning, P. A., Hocking, D. R., Sievers, S., & Dissanayake, C. (2017). Social attention, joint attention and sustained attention in autism Spectrum disorder and Williams syndrome: convergences and divergences. Journal of Autism and Developmental Disorders, 47(6), 1866-1877.
Vivanti, G., Hocking, D. R., Fanning, P., & Dissanayake, C. (2016). Social affiliation motives modulate spontaneous learning in Williams syndrome but not in autism. Molecular Autism, 7(1), 40.
Vivanti, G., Paynter, J., Duncan, E., Fothergill, H., Dissanayake, C., Rogers, S. J., & Victorian, A. T. (2014). Effectiveness and feasibility of the early start denver model implemented in a group-based community childcare setting. J Autism Dev Disord, 44(12), 3140-3153. doi:10.1007/s10803-014-2168-9
Warreyn, P., van der Paelt, S., & Roeyers, H. (2014). Social-communicative abilities as treatment goals for preschool children with autism spectrum disorder: the importance of imitation, joint attention, and play. Dev Med Child Neurol, 56(8), 712-716. doi:10.1111/dmcn.12455
Watson-Jones, R. E., Legare, C. H., Whitehouse, H., & Clegg, J. M. (2014). Task-specific effects of ostracism on imitative fidelity in early childhood. Evolution and Human Behavior, 35(3), 204-210.
Williams, J. H., Whiten, A., & Singh, T. (2004). A systematic review of action imitation in autistic spectrum disorder. Journal of autism and developmental disorders, 34(3), 285-299.
Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children`s understanding of deception. Cognition, 13(1), 103-128.
Wing, L., Gould, J., Yeates, S. R., & Brierly, L. M. (1977). Symbolic play in severely mentally retarded and in autistic children. Journal of Child Psychology and Psychiatry, 18(2), 167-178.
Wolfberg, P. J., & Schuler, A. L. (1999). Fostering peer interaction, imaginative play and spontaneous language in children with autism. Child Language Teaching and Therapy, 15(1), 41-52.
Wong, V., Hui, L. H. S., Lee, W. C., Leung, L. S. J., Ho, P. K. P., Lau, W. L. C., ... & Chung, B. (2004). A modified screening tool for autism (Checklist for Autism in Toddlers [CHAT-23]) for Chinese children. Pediatrics, 114(2), e166-e176.
Wu, C. C., & Chiang, C. H. (2014). The developmental sequence of social-communicative skills in young children with autism: A longitudinal study. Autism, 18(4), 385-392.
Wu, C. C., Chiang, C. H., & Hou, Y. M. (2011). A two time point study of imitative abilities in children with autism spectrum disorders. Journal of Applied Research in Intellectual Disabilities, 24(1), 39-49.
Xu, Y., Yang, J., Yao, J., Chen, J., Zhuang, X., Wang, W., ... & Lee, G. T. (2018). A pilot study of a culturally adapted early intervention for young children with autism spectrum disorders in China. Journal of Early Intervention, 40(1), 52-68.
Zhou, B., Xu, Q., Li, H., Zhang, Y., Wang, Y., Rogers, S. J., & Xu, X. (2018). Effects of Parent‐Implemented Early Start Denver Model Intervention on Chinese Toddlers with Autism Spectrum Disorder: A Non‐Randomized Controlled Trial. Autism Research, 11(4), 654-666.
Zwaigenbaum, L., Bryson, S., Rogers, T., Roberts, W., Brian, J., & Szatmari, P. (2005). Behavioral manifestations of autism in the first year of life. International journal of developmental neuroscience, 23(2-3), 143-152.
吳進欽、姜忠信和侯育銘（2005）。自閉症兒童的立即模仿與延遲模仿之研究。中華心理衛生學刊，18(2)，1-24。
林姿伶（2019）。 臺灣自閉症類群障礙幼兒丹佛早療模式之療效研究（未出版之博士論文）。國立政治大學，台北市。
林姿伶、姜忠信和吳欣治（2016）自閉症類群兒童綜合性早期療育的療效研究：文獻回顧。中華心理衛生學刊，29(1)，1-46。		zh_TW
dc.identifier.doi (DOI) 10.6814/NCCU202000631en_US