An opportunity not to be missed: involving parents in their child’s emotion regulation intervention. Commentary on “Promoting emotion regulation in young children with autism via parent-mediated intervention: lessons learned from an initial investigation” (Rispoli, Malcolm, Norman, Nathanson, & Mathes, 2021)

2022 ◽  
pp. 1-7
Author(s):  
Lacey Chetcuti ◽  
Ru Ying Cai
Keyword(s):  
Emotion Regulation ◽  
Young Children ◽  
Children With Autism ◽  
Lessons Learned ◽  
Initial Investigation ◽  
Young Children With Autism

scholarly journals Integrating a Parent-Implemented Blend of Developmental and Behavioral Intervention Strategies into Speech-Language Treatment for Toddlers at Risk for Autism Spectrum Disorder

2018 ◽  
Vol 39 (02) ◽  
pp. 114-124 ◽  
Author(s):  
Rachel Haine-Schlagel ◽  
Marilee Burgeson ◽  
Karyn Searcy ◽  
Kelsey Dickson ◽  
Aubyn Stahmer ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Behavioral Intervention ◽  
Service Providers ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Lessons Learned ◽  
Spectrum Disorder ◽  
Funding Agency ◽  
Young Children With Autism

AbstractNaturalistic developmental behavioral interventions include an explicit focus on coaching parents to use therapy techniques in daily routines and are considered best practice for young children with autism. Unfortunately, these approaches are not widely used in community settings, possibly due to the clinical expertise and training required. This article presents the work of the Bond, Regulate, Interact, Develop, Guide, Engage (BRIDGE Collaborative), a multidisciplinary group of service providers (including speech-language pathologists), parents, funding agency representatives, and researchers dedicated to improving the lives of young children with autism spectrum disorder and their families. The group selected and adapted a parent coaching naturalistic developmental behavioral intervention specifically for use with toddlers and their families for community implementation. Lessons learned from the implementation process include the importance of therapist background knowledge, the complexity of working with parents of young children, and needed supports for those working closely with parents, including specific engagement strategies and the incorporation of reflective practice.

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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