Teaching reciprocal imitation skills to parents of young children with autism supports socially valid parent engagement with their children1

2008 ◽  
Vol 2 (1) ◽  
pp. 14-16 ◽  
Author(s):  
Karin Lifter
Keyword(s):  
Young Children ◽  
Parent Engagement ◽  
Children With Autism ◽  
Young Children With Autism ◽  
Reciprocal Imitation

Parents training parents: Lessons learned from a study of reciprocal imitation training in young children with autism spectrum disorder

Autism ◽  
2018 ◽  
Vol 23 (6) ◽  
pp. 1601-1606
Author(s):  
Trevor A Hall ◽  
Sarah Mastel ◽  
Robert Nickel ◽  
Allison Wainer
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Phase 1 ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Treatment Services ◽  
Reciprocal Imitation Training ◽  
Young Children With Autism ◽  
Reciprocal Imitation

Parent-mediated interventions are cost-effective ways to increase access to appropriate treatment services to children with autism spectrum disorder. We aimed to engage parents working as partners within rural autism identification teams to facilitate prompt initiation of autism-specific treatment services and expand the amount of treatment available to young children with autism spectrum disorder. To do this, we sought to employ a two-phase training approach: (Phase 1) train parents to fidelity in an evidence-based parent-mediated intervention (reciprocal imitation training), and (Phase 2) evaluate the extent to which parents could effectively coach other parents of newly diagnosed children to implement reciprocal imitation training with their child. We experienced several unexpected barriers to completing all aspects of the Phase 1 training workflow. This led us to pivot toward a process evaluation. We used qualitative interviewing with our partner parents to systematically identify barriers and enhance the likelihood for successful future efforts at such an approach. The lessons we learned and recommendations for others attempting this type of research are presented.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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