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Preschool based JASPER intervention in minimally verbal children with autism: pilot RCT

Kelly Stickles Goods1, Eric Ishijima, Ya-Chih Chang

  • 1Center for Autism Research and Treatment, Semel Institute for Neuroscience and Human Behavior, University of California, 760 Westwood Plaza, Semel 67-464, Los Angeles, CA, 90024, USA. kgoods@mednet.ucla.edu

Journal of Autism and Developmental Disorders
|September 12, 2012
PubMed

Insights

A novel intervention called Joint Attention Symbolic Play Engagement and Regulation (JASPER) improved play diversity and social engagement in minimally verbal children with autism. This brief, targeted approach shows promise for core ASD deficits.

Area of Science:

  • Developmental Psychology
  • Clinical Psychology
  • Pediatric Intervention

Background:

  • Autism Spectrum Disorder (ASD) significantly impacts social communication and play skills in young children.
  • Minimally verbal children with ASD often require specialized interventions to address core deficits.
  • Existing therapies like Applied Behavior Analysis (ABA) provide a foundation, but targeted approaches may offer additional benefits.

Purpose of the Study:

  • To evaluate the efficacy of a novel intervention, Joint Attention Symbolic Play Engagement and Regulation (JASPER), in minimally verbal preschool-aged children with ASD.
  • To assess the impact of JASPER on core deficits, including joint attention and symbolic play.
  • To determine if JASPER intervention effects generalize to classroom settings.

Main Methods:

  • A pilot randomized controlled trial was conducted with 3- to 5-year-old minimally verbal children with ASD.
  • Participants were assigned to either a control group (treatment as usual, ABA-based) or a treatment group (JASPER intervention).
  • The JASPER group received 30-minute sessions twice weekly for 12 weeks, substituting some traditional therapy time.

Main Results:

  • Children in the JASPER treatment group showed significantly greater play diversity on standardized assessments compared to the control group.
  • Intervention effects generalized to the classroom, with treatment participants initiating more gestures.
  • Participants receiving JASPER intervention spent less time unengaged during classroom activities.

Conclusions:

  • Brief, targeted interventions focusing on joint attention and symbolic play, such as JASPER, can effectively improve core deficits in minimally verbal children with ASD.
  • JASPER demonstrates potential as a valuable therapeutic addition for this population.
  • The findings support the integration of play-based, joint attention strategies in early intervention for autism.

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