Presentation given by Cecile Nezereau from the Université Paris Descartes, Sorbonne Paris Cité / Cabinet ESPAS-IDDEES, Paris (France) at the Autism-Europe's 12th International Congress 2019: "A New Dynamic for Change and Inclusion", held the 13-15th September 2019 in Nice, France. Authors:
Célia Nézereau, Université Paris Descartes, Sorbonne Paris Cité / Cabinet ESPAS-IDDEES, Paris France
Marion Wolff, UMR 8257 COGNAC-G CNRS/SSA, Faculté des Sciences Fondamentales et Biomédicales, Université Paris Descartes, Sorbonne Paris Cité, Paris, France
Maria Pilar Gattegno, Psychology Office ESPAS-IDDEES, Bordeaux, France
Jean-Louis Adrien, University Paris Descartes, Sorbonne Paris Cité, Boulogne-Billancourt, France
As recommended by the European Council, children with ASD
should attend mainstream school, but without appropriate professional support they cannot develop their cognitive and behavioral skills.
A comprehensive developmental support specifically created for inclusion of children with ASD consists of intensive, individualized coaching at school, including supervision and guidance of parents and teachers. In this study, the objective was to show evidence of both the evolution of cognitive abilities and the reduction in autistic behaviors in children who have individually benefited from this program (between 17 and 35 hours per week) over a period of two years.
Methods
Participants were 51 children with ASD (43 boys, 8 girls) diagnosed
by practitioners according to DSM-IV-TR, CIM-10 and DSM-5 criteria, aged from 2 to 8 years, all living in a big city or its suburbs and individually benefiting from this support program piloted by expert psychologists, experienced in ASD. Cognitive assessments with adapted tests to the developmental level of each child, such as PEP-3, EDEI-R, and autistic behavior assessments with CARS were carried out three times (T0, T1 and T2) at 10-month intervals for a period of two years (2014-2016 years). Development Ages and Quotients
and CARS scores were calculated. In addition to the ANOVAs implemented for each dependent variable, a Bayesian approach was developed to obtain predictive probabilities for different observed effects.
Results
Results show evidence of an increase in cognitive ability levels related to decreased developmental delay and a reduction in autistic
behavioral symptomatology, regardless of the children’s chronological ages and severity’ of autism at the beginning of intervention.
Discussion
Like other programs or methods such as ESDM, TEACCH and ABA,
this comprehensive support Program (IDHSES) was thus considered beneficial for pre-school and school-aged children with ASD and might be recognized by the authorities, parents and teachers as useful for these children
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