Sustained Community Implementation of JASPER Intervention with Toddlers with Autism

  • Stephanie Y. ShireEmail author
  • Wendy Shih
  • Ya-Chih Chang
  • Suzanne Bracaglia
  • Maria Kodjoe
  • Connie KasariEmail author
Original Paper


Intervention research is increasingly conducted in community settings, however it is not clear how well practices are sustained locally or how children progress once external research support is removed. Two school-year cohorts of toddlers with autism (year 1: n = 55, year 2: n = 63) received Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) intervention from teaching assistants (TAs) with external support in year 1 and local, internal support in year 2. TAs sustained intervention strategies with more modest maintenance of high-level skills. Children in both years 1 and 2 made similar gains in initiations of joint attention during independent assessment. Year 1 children made significantly greater play gains. JASPER sustained into year 2, however advancing play may require additional supports.


Autism Intervention Paraprofessional Community partnered Implementation Sustainability 



The authors would like to thank the program staff including the teachers, paraprofessionals, and group supervisors. They also thank the leadership of the program including Michael Gordon and Evelyn Blanck. The authors acknowledge the data coding supports provided by Kiana Krolick, Alyssa Tan, Nicole Tu, and Marta Wirga.

Author Contributions

SYS coordinated study year 2 and coordinated study year 1 with YCC. SYS draft the manuscript. YCC and SYS contributed to study outcome coding. WS conducted the randomization for both trials, all study analyses, and drafted the results sections of the manuscript. SB and MK provided on site leadership, coordination and data management for the study in both years. CK conceived of the intervention trials and helped to draft the manuscript.


The data presented in this study were collected from participants enrolled in two randomized controlled intervention trials funded by the FAR fund (to NYCCD) and in part by Autism Speaks (Grant No. 7495).

Compliance with Ethical Standards

Ethical Approval

All procedures performed in this study were in accordance with the ethical standards of the institutional review board at the University of California Los Angeles and with the 1964 Helsinki Declaration and its later amendments.

Informed Consent

Informed consent was obtained from all individual participants included in this study.

Supplementary material

10803_2018_3875_MOESM1_ESM.docx (13 kb)
Supplementary material 1 (DOCX 13 KB)


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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  1. 1.Special Education and Clinical Sciences, College of EducationUniversity of OregonEugeneUSA
  2. 2.Center for Autism Research and Treatment, Semel InstituteUniversity of California Los AngelesLos AngelesUSA
  3. 3.Division of Special Education and CounselingCalifornia State University Los AngelesLos AngelesUSA
  4. 4.New York Center for Child DevelopmentNew YorkUSA

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