{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,16]],"date-time":"2026-04-16T11:08:36Z","timestamp":1776337716062,"version":"3.51.2"},"reference-count":40,"publisher":"Hogrefe Publishing Group","issue":"3","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Zeitschrift f\u00fcr Kinder- und Jugendpsychiatrie und Psychotherapie"],"published-print":{"date-parts":[[2017,5,1]]},"abstract":"<jats:p> Zusammenfassung. Fragestellung: F\u00fcr Vorschulkinder mit Autismus-Spektrum-St\u00f6rung (ASS) weist die fr\u00fche intensive Verhaltenstherapie die besten Lernerfolge auf. In dieser explorativen Studie wurden Ergebnisse eines Modells f\u00fcr ein Angebot auf kommunaler Ebene mit Eltern als aktive Therapeuten ausgewertet. Methodik: In einem Wartelisten-Kontrolldesign wurden 13 Kinder mit ASS, die zu Beginn der Intervention zwischen 2 und 5 Jahre alt waren, untersucht. Sie erhielten eine einj\u00e4hrige verhaltenstherapeutische Fr\u00fchf\u00f6rderung von ca. 20 Wochenstunden im Elternhaus, gr\u00f6\u00dftenteils durchgef\u00fchrt von ihren Eltern. Die Wartekontrollgruppe bestand aus sieben Kindern, die 6 Monate vor der Intervention untersucht wurden. Die Therapie wurde auf der Grundlage des University of California at Los Angeles Young Autism Project-Modells (UCLA YAP; Lovaas, 1981 , 1987 , 2003 ) durchgef\u00fchrt. Zur Messung wurden die Testverfahren Psychoeducational Profile, Third Edition (PEP-3), Parenting Stress Index (PSI) und Childhood Autism Rating Scale, Second Edition (CARS2) eingesetzt. Aus dem Teilbereich Cognitive Verbal\/Preverbal des PEP-3, der das mentale Entwicklungsalter misst, wurde zus\u00e4tzlich ein mentaler Entwicklungsindex (MDI) errechnet. Ergebnisse: Nach einem Jahr intensiver Verhaltenstherapie wurden signifikant h\u00f6here PEP-3-Werte und ein signifikant h\u00f6herer mentaler Entwicklungsindex gemessen. Es wurden au\u00dferdem signifikant niedrigere CARS2-Werte gemessen. Bei der Wartekontrollgruppe, gab es keine signifikanten Ver\u00e4nderungen. Das Stressniveau der Eltern ver\u00e4nderte sich nicht signifikant und sank insgesamt leicht. Schlussfolgerung: Diese Umsetzung der fr\u00fchen intensiven Verhaltenstherapie ist vielversprechend. Die umfangreiche Elternbeteiligung an der F\u00f6rderung zeigte keine besonderen Auswirkungen auf das Stresserleben der Eltern. Die Studie sollte mit einer gr\u00f6\u00dferen Stichprobe und einem verbesserten Design wiederholt werden. <\/jats:p>","DOI":"10.1024\/1422-4917\/a000469","type":"journal-article","created":{"date-parts":[[2016,9,26]],"date-time":"2016-09-26T12:56:19Z","timestamp":1474894579000},"page":"181-191","source":"Crossref","is-referenced-by-count":5,"title":["Verhaltenstherapeutische Intervention f\u00fcr Vorschulkinder mit                     Autismus"],"prefix":"10.1024","volume":"45","author":[{"given":"Claire","family":"Moln\u00e1r","sequence":"first","affiliation":[{"name":"Verein Oberlinhaus, Potsdam"},{"name":"Senatsverwaltung f\u00fcr Bildung, Jugend                     und Wissenschaft Berlin"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Sigmund","family":"Eldevik","sequence":"additional","affiliation":[{"name":"Akershus University College of Applied                     Sciences, Oslo"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"101","reference":[{"key":"c1","unstructured":"Abidin, R.\n                                R. (1995).                     Parenting Stress Index, Third Edition: Professional Manual. Odessa, FL:                     Psychological Assessment                     Resources."},{"key":"c2","author":"Bartels H. T.","year":"2012","journal-title":"Elterliches Stresserleben und fr\u00fche intensive verhaltenstherapeutische Intervention. 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