Parent Coaching via Telepractice for Children From Latinx Backgrounds With Autism Spectrum Disorder

2021 ◽  
pp. 016264342110336
Author(s):  
Valeria A. Yllades ◽  
J. B. Ganz ◽  
Sanikan Wattanawongwan ◽  
Claudia Dunn ◽  
Lauren M. Pierson
Keyword(s):  
Autism Spectrum Disorder ◽  
Culturally Responsive ◽  
Single Case ◽  
Autism Spectrum ◽  
Language Instruction ◽  
Multimodal Communication ◽  
Spectrum Disorder ◽  
Communication Intervention ◽  
Probe Design ◽  
Parent Coaching

Individuals with autism spectrum disorder from bilingual homes have to learn and discriminate which language to use across settings and different people. Language instruction is complicated by the core deficits in social communication, which is common in individuals with autism spectrum disorder. Using a single case, multiple probe design across three parent-child dyads between 3 and 6 years from Spanish speaking backgrounds, the present study examined the effect of telepractice-based parent coaching in a multimodal communication intervention. Culturally responsive approaches were integrated within the coaching model, including targeted interview questions. There was also a 15-item rubric used for identifying criteria for culturally responsive research. Findings indicate that the use of multimodal communication intervention via telepractice parent coaching showed promising results. We can conclude that this approach can be a beneficial tool to help family members improve communication for bilingual children with autism spectrum disorder.

Online Communication Training for Parents of Children With Autism Spectrum Disorder

2017 ◽  
Vol 39 (3) ◽  
pp. 415-425 ◽  
Author(s):  
Sarah N. Douglas ◽  
Rebecca Kammes ◽  
Erica Nordquist
Keyword(s):  
Autism Spectrum Disorder ◽  
Parent Training ◽  
Children With Autism ◽  
Online Training ◽  
Autism Spectrum ◽  
Communication Strategy ◽  
Spectrum Disorder ◽  
Probe Design ◽  
Single Subject ◽  
The Impact

Parent training is an essential part of quality programming for children with autism spectrum disorder (ASD). However, limited research exists exploring online training approaches to support parents of children with both ASD and complex communication needs (CCN; e.g., limited verbal ability), despite the many benefits that online training might have for these parents and the overall sustainability and scalability of such approaches. This study utilized a single-subject multiple probe design with three parents and their children to explore the impact of online parent training for parents and their children with ASD and CCN. Training included online interactive components to teach parents a communication strategy, as well as live practice sessions during which parents implemented the strategy, had an opportunity to ask questions, and engaged in self-reflection. Results indicated that training increased communication opportunities and responses provided by parents, and communication by the child. Limitations and future research directions are discussed.

A Systematic Quality Review of Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder

2021 ◽  
pp. 074193252110636
Author(s):  
So Yeon Kim ◽  
Mandy Rispoli ◽  
Rose A. Mason ◽  
Catharine Lory ◽  
Emily Gregori ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Reading Instruction ◽  
Reading Interventions ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Design Standards ◽  
Students With Autism ◽  
Quality Of Research

Technology has been widely used to teach reading skills to students with autism spectrum disorder (ASD), but the quality of research backing up this practice has not yet been fully investigated. The purpose of this review was to examine the quality of research on technology-aided reading interventions for students with ASD and summarize study characteristics of research studies with meeting the What Works Clearinghouse (WWC) design standards. A total of 31 studies using group design ( n = 4) or single-case design ( n = 27) were systematically aggregated, and 16 studies (52%) met the WWC design standards. Study features related to participants, intervention, technology usage, and outcome variables were synthesized for these 16 studies. Results indicated that two types of technology (i.e., computer, iPad) were used to deliver reading instruction through software programs or support interventionist-directed reading instruction. Finally, implications for research and practice are discussed.

scholarly journals Meta-Analysis of Video Prompting to Teach Daily Living Skills to Individuals With Autism Spectrum Disorder

2018 ◽  
Vol 34 (1) ◽  
pp. 17-26 ◽  
Author(s):  
Mashal Salman Aljehany ◽  
Kyle D. Bennett
Keyword(s):  
Autism Spectrum Disorder ◽  
Daily Living ◽  
Single Case ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Daily Living Skills ◽  
Video Prompting ◽  
Design Data ◽  
Living Skills

We conducted a meta-analysis of the single-case research design data on the effects of video prompting (VP) on the acquisition of daily living skills (DLS) among individuals with autism spectrum disorder (ASD). An analysis of potential moderators was conducted, and these included VP implemented alone versus VP with additional response prompting or error correction procedures, the effects of VP across participants’ age range, and the effects of VP among participants with ASD versus those with ASD and intellectual disability. There were 54 participants across 17 studies meeting our inclusion criteria. The results from the included studies demonstrated a moderate effect size for VP on the acquisition of DLS among the targeted population. The analysis of potential moderators showed no significant differences. These results and implications for research and practice are discussed.

A Meta-Analysis of Single-Case Research on Embedding Interests of Individuals With Autism Spectrum Disorder

2019 ◽  
Vol 41 (5) ◽  
pp. 296-308
Author(s):  
Jennifer Ninci ◽  
Leslie C. Neely ◽  
Mack D. Burke ◽  
Mandy Rispoli ◽  
Kimberly J. Vannest ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Restricted Interests ◽  
Moderating Variables ◽  
Ritualistic Behaviors ◽  
Motivation To Participate

Restricted interests of individuals with autism spectrum disorder (ASD) can act as a barrier to learning important life skills. Embedding the interests of individuals into their learning environment can act to establish motivation to participate. A meta-analysis of 20 single-case studies on embedding interests of individuals with ASD was conducted to determine overall effects and potential moderating variables. Data were aggregated across domains of variables including dependent variables, participant characteristics, and learning contexts. The correlation between self-stimulatory or ritualistic behaviors and primary outcomes was evaluated. Publication bias and consistency of the Tau/Tau- U nonoverlap effect size with visual analysis were tested via moderator analyses. The literature suggests that embedding interest for learners with ASD can either be beneficial or distractible. Effects ranged from negative to strong, with several moderators identified. Practitioners should take caution when using this intervention with students who display self-stimulatory or ritualistic behaviors when their interests are present.

Efficacy of focused social and communication intervention practices for young children with autism spectrum disorder: A meta-analysis

2020 ◽  
Vol 51 ◽  
pp. 430-445
Author(s):  
Álvaro Bejarano-Martín ◽  
Ricardo Canal-Bedia ◽  
María Magán-Maganto ◽  
Clara Fernández-Álvarez ◽  
Sigrídur Lóa-Jónsdóttir ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Meta Analysis ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Communication Intervention ◽  
Young Children With Autism
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