Home-based DIR/Floortime™ Intervention Program for Preschool Children with Autism Spectrum Disorders: Preliminary Findings

REFERENCES

• Abidin RR. (1990). Parenting stress index/short form. Lutz, FL: Psychological Assessment Resources.
   Google Scholar
• American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text revision). Washington, DC: American Psychiatric Association.
   Google Scholar
• Blackledge JT, Hayes SC. (2006). Using acceptance and commitment training in the support of parents of children diagnosed with autism. Child & Family Behavior Therapy 28:1–18.
   Web of Science ®Google Scholar
• Casenhiser DM, Shanker SG, Stieben J. (2013). Learning through interaction in children with autism: Preliminary data from a social-communication-based intervention. Autism 17:220–241.
   PubMed Web of Science ®Google Scholar
• Case-Smith J, Arbesman M. (2008). Evidence-based review of interventions for autism used in or of relevance to occupational therapy. American Journal of Occupational Therapy 62:416–429.
   PubMed Web of Science ®Google Scholar
• Charles NC, Berman CR. (2009). Making space for positive constructions of the mother-child relationship. Journal of the Association for Research no Mothering 11:180–198.
   Google Scholar
• Cohen J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, New Jersey: Lawrence Erlbaum.
   Google Scholar
• Crouter AC, McHale SM. (2005). Work, family, and children's time: Implications for youth. In Bianchi SM, Casper LM, King, RB, eds. Work, family, health, and well-being. Mahwah, NJ: Lawrence Erlbaum, 49–66.
   Google Scholar
• Dionne M, Martini R. (2011). Floor time play with a child with autism: A single-subject study. Canadian Journal of Occupational Therapy 78:196–203.
   Google Scholar
• Greenspan SI, Degangi G, Wieder S. (2001). Functional emotional assessment scale: Clinical and research applications. Bethesda, MD: Interdisciplinary Council on Developmental and Learning Disorders.
   Google Scholar
• Greenspan SI, Wieder S. (1997). Developmental patterns and outcomes in infants and children with disorders in relating and communicating: A chart review of 200 cases of children with autistic spectrum diagnoses. Journal of Developmental and Learning Disorders 1:87–141.
   Google Scholar
• Greenspan SI, Wieder S. (2005). Can children with autism master the core deficits and become empathetic, creative and reflective? A ten to fifteen year follow-up of a subgroup of children with autism spectrum disorders (ASD) who received a comprehensive developmental, individual-difference, relationship-based (DIR) approach. Journal of Developmental and Learning Disorders 9:39–61.
   Google Scholar
• Interdisciplinary Council on Developmental and Learning Disorders (ICDL). (2009). Guidelines for a comprehensive approach to a DIR/Floortime program. Retrieved 20 July 2011, from http://www.icdl.com/
   Google Scholar
• Jasmin E, Couture M, McKinley P, Reid G, Fombonne E, Gisel E. (2009). Sensori-motor and daily living skills of preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders 39:231–241.
   PubMed Web of Science ®Google Scholar
• Kim J, Mahoney G. (2005). The effects of relationship focused intervention on Korean parents and their young children with disabilities. Research in Developmental Disabilities 26:117–130.
   PubMed Web of Science ®Google Scholar
• Klin A, Saulnier C, Sparrow S, Cicchetti D, Volkmar F, Lord C. (2007). Social and communication abilities and disabilities in higher functioning individuals with autism spectrum disorders: The Vineland and the ADOS. Journal of Autism and Developmental Disorders 37:748–759.
   PubMed Web of Science ®Google Scholar
• Lin JD, Lin LP, Wu JL. (2009). Administrative prevalence of autism spectrum disorders based on national disability registers in Taiwan. Research in Autism Spectrum Disorders 3:269–274.
   Web of Science ®Google Scholar
• Mahoney G, Perales F. (2005). Relationship-focused early intervention with children with pervasive developmental disorders and other disabilities: A comparative study. Journal of Developmental and Behavioral Pediatrics 26:77–85.
   PubMed Web of Science ®Google Scholar
• Mahoney G, Perales F. (2003). Using relationship-focused intervention to enhance the social-emotional functioning of young children with autism spectrum disorders. Topics in Early Childhood Special Education 23:74–86.
   Web of Science ®Google Scholar
• McConachie H, Diggle T. (2007). Parent implemented early intervention for young children with autism spectrum disorder: A systematic review. Journal of Evaluation in Clinical Practice 13:120–129.
   PubMed Web of Science ®Google Scholar
• Moes D. (1995). Parent education and parenting stress. In Koegel RL, Koegel LK eds. Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities. Baltimore, MD: Paul H Brookes Publishing, 79–93.
   Google Scholar
• Mori K, Ujiie T, Smith A, Howlin P. (2009). Parental stress associated with caring for children with Asperger's syndrome or autism. Pediatrics International 51:364–370.
   PubMed Web of Science ®Google Scholar
• Morrison C, Metzger P. (2001). Play. In: Case-Smith J, ed. Occupational therapy for children. St. Louis: Mosby, 528–544.
   Google Scholar
• National Research Council, Division of Behavioral and Social Sciences and Education, Committee on Educational Interventions for Children with Autism. (2001). Educating children with autism. Washington, DC: National Academy Press, 11–31.
   Google Scholar
• Pajareya K, Nopmaneejumruslers K. (2011). A pilot randomized controlled trial of DIR/Floortime parent training intervention for pre-school children with autistic spectrum disorders. Autism 15:1–15.
   Google Scholar
• Prizant BM, Wetherby AM. (1998). Understanding the continuum of discrete-trial traditional behavioral to social-pragmatic developmental approaches in communication enhancement for young children with autism/PDD. Seminars in Speech and Language 19:329–351.
   PubMedGoogle Scholar
• Roid GH, Miller LJ. (1997). Leiter-R examiners manual. Wood Dale, IL: Stoelting Co.
   Google Scholar
• Schultz TR, Schmidt CT, Stichter JP. (2011). A review of parent education programs for parents of children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities 26:96–104.
   Web of Science ®Google Scholar
• Shyu Y, Tsai J, Tsai W. (2010). Explaining and selecting treatments for autism: Parental explanatory models in Taiwan. Journal of Autism and Developmental Disorders 40:1323–1331.
   PubMed Web of Science ®Google Scholar
• Smith LE, Seltzer MM, Tager-Flusberg H, Greenberg JS, Carter AS. (2008). A comparative analysis of well-being and coping among mothers of toddlers and mothers of adolescents with ASD. Journal of Autism Development Disorder 38:876–889.
   PubMed Web of Science ®Google Scholar
• Sofronoff K, Farbotko M. (2002). The effectiveness of parent management training to increase self-efficacy in parents of children with Asperger syndrome. Autism 6:271–286.
   PubMed Web of Science ®Google Scholar
• Solomon R, Necheles J, Ferch C, Bruckman D. (2007). Pilot study of a parent training program for young children with autism: The PLAY Project Home Consultation program. Autism 11:205–224.
   PubMedGoogle Scholar
• Sparrow SS, Cicchetti DV, Balla DA. (2005). Vineland adaptive behavior scales (2nd ed.). Circle Pines, MN: AGS Publishing.
   Google Scholar
• Szatmari P, Bryson SE, Boyle MH, Streiner DL, Duku E. (2003). Predictors of outcome among high functioning children with autism and Asperger syndrome. Journal of Child Psychology and Psychiatry 44:520–528.
   PubMed Web of Science ®Google Scholar
• Taiwan Ministry of the Interior. (2008). Statistical yearbook of interior (in Chinese). Retrieved August 21, 2012, from http://sowf.moi.gov.tw/stat/week/list.htm
   Google Scholar
• Taiwan Ministry of the Interior. (2013). Statistical yearbook of interior (in Chinese). Retrieved August 26, 2013, from http://www.moi.gov.tw/stat/news_list.aspx
   Google Scholar
• Tomanik S, Harris GE, Hawkins J. (2004). The relationship between behaviours exhibited by children with autism and maternal stress. Journal of Intellectual & Developmental Disability 29:16–26.
   Web of Science ®Google Scholar
• United States Centers for Disease Control and Prevention. (2012). Prevalence of autism spectrum disorders-autism and developmental disabilities monitoring network, 14 sites, United States. Surveillance Summaries, March, 30. Retrieved February 2, 2013, from http://www.cdc.gov/mmwr/pdf/ss/ss6103.pdf
   Google Scholar
• Weng YS. (1995). Parenting stress index: Short form—Chinese version. Taipei: Psychological Publishing Company, Ltd.
   Google Scholar
• Wieder S, Greenspan SI. (2003). Climbing the symbolic ladder in the DIR model through floor time/interactive play. Autism 7:425–435.
   PubMed Web of Science ®Google Scholar
• Wu MY. (2013). The concept of guan in the Chinese parent–child relationship. In: Yi CC, ed. The psychological well-being of East Asian youth. New York, NY: Springer, 29–49.
   Google Scholar
• Wu WT, Cheng CF, Lu HH, Chiu SC. (2004). Vineland adaptive behavior scale—Chinese version. Taipei: Psychological Publishing Company, Ltd.
   Google Scholar
• Yen HY, Tseng CC, Soong WT. (2008). A treatment based on the developmental individual-difference, relationship-based model for two preschool children with high-functioning autism: A preliminary report (in Chinese). Formosa Journal of Mental Health 21:221–244.
   Google Scholar