Initial Feasibility and Efficacy of the Summer Treatment Program (STP-PreK) for Preschoolers With Autism Spectrum Disorder and Comorbid Externalizing Behavior Problems

• Published in: Journal of early intervention Vol. 43; no. 1; pp. 60 - 79
• Main Authors: Ros-Demarize, Rosmary, Graziano, Paulo A.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.03.2021; SAGE PUBLICATIONS, INC
• Subjects: Academic Achievement; Academic readiness; Aggression; Applied Behavior Analysis; Attention Deficit Disorders; Attention deficit hyperactivity disorder; Autism; Behavior Modification; Behavior Problems; Child Behavior; Classrooms; Comorbidity; Curricula; Emotional Development; Emotions; Executive Function; Feasibility Studies; Hyperactivity; Interpersonal Competence; Intervention; Kindergarten; Parent Attitudes; Parent Education; Pervasive Developmental Disorders; Preschool Children; Preschool education; Program Effectiveness; Program Implementation; School Readiness; Social Development; Social interaction; Social skills; Summer Programs; Teacher Attitudes; treatment; school readiness; autism spectrum disorder; summer; externalizing behavior problems
• ISSN: 1053-8151; 2154-3992
• DOI: 10.1177/1053815120917452

The current study examined the feasibility and initial efficacy of the Summer Treatment Program for Pre-kindergarteners (STP-PreK) with 37 preschoolers with autism spectrum disorder (ASD) and externalizing behavior problems (EBP). Parents and teachers reported on children’s behavior, social/adaptive skills, and self-regulation. Children completed a standardized achievement and executive functioning battery and an emotion knowledge task. The treatment was delivered with high levels of fidelity and was well received by families. Improvements were reported in parent-rated hyperactivity, inattention, aggression, and social and adaptive skills. Children also improved performance across academic achievement, emotion knowledge, and executive functioning and were rated by parents as having better executive functioning and emotion regulation. Findings highlight the initial efficacy of an established treatment in improving outcomes for preschoolers with ASD and EBP.