Introduction to the RUBI Parent Workbook

2018 ◽  
pp. 1-12
Author(s):  
Karen Bearss ◽  
Cynthia R. Johnson ◽  
Benjamin L. Handen ◽  
Eric Butter ◽  
Luc Lecavalier ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Parent Training ◽  
Training Program ◽  
Empirical Evidence ◽  
Theoretical Foundation ◽  
Autism Spectrum ◽  
Therapist Training ◽  
Spectrum Disorder ◽  
Parent Training Program ◽  
Clinical Populations

This chapter provides an introduction to autism spectrum disorder (ASD) and parent training in ASD. This is followed by an introduction to the development of the RUBI Parent Training program, including its theoretical foundation and empirical evidence supporting its use as a treatment for disruptive behaviors in youth with ASD. Appropriate clinical populations and therapist training procedures are also addressed.

scholarly journals A video parent-training program for families of children with autism spectrum disorder in Albania

2018 ◽  
Vol 56 ◽  
pp. 36-49 ◽  
Author(s):  
Yael G. Dai ◽  
Lynn Brennan ◽  
Ariel Como ◽  
Jamie Hughes-Lika ◽  
Thyde Dumont-Mathieu ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Parent Training ◽  
Training Program ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Parent Training Program

scholarly journals Toward an exportable parent training program for disruptive behaviors in autism spectrum disorder

2013 ◽  
Vol 3 (2) ◽  
pp. 169-180 ◽  
Author(s):  
Karen Bearss ◽  
Luc Lecavalier ◽  
Noha Minshawi ◽  
Cynthia Johnson ◽  
Tristram Smith ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Parent Training ◽  
Training Program ◽  
Disruptive Behaviors ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Parent Training Program

scholarly journals Parent Training Program for Autism Spectrum Disorder During The Covid-19 Pandemic Period in Indonesia

2020 ◽  
Vol 9 (2) ◽  
pp. 60
Author(s):  
Ina Dewi Ardiyani ◽  
Nining Febriyana ◽  
Yunias Setiawati ◽  
Royke Tony Kalalo
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Intervention ◽  
Social Interaction ◽  
Parent Training ◽  
Developmental Disorder ◽  
Primary Caregivers ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Treatment Service ◽  
Parent Training Program

Autism Spectrum Disorder (ASD) is a pervasive developmental disorder that shows difficulties in communication, social interaction, behavior, interests and activities that are limited and repetitive. The prevalence of ASD also continues to increase worldwide, followed by an increase in the need for early intervention in ASD children. The limited services available make early intervention a challenge in itself. The long Covid-19 pandemic has resulted in limited therapy, because therapy in treatment service facilities cannot be carried out as before. In this case it is important to involve parents as the primary caregivers for ASD children in interventions to anticipate the limited interventions due to a pandemic situation. Parent Training can be done as an effort to provide information, education, and skills to parents so that they can provide intensive, comprehensive, sustainable, and early intervention.

Examining parent use of specific intervention techniques during a 12-week training program based on the Early Start Denver Model

Autism ◽  
2019 ◽  
Vol 24 (2) ◽  
pp. 484-498 ◽  
Author(s):  
Hannah Waddington ◽  
Larah van der Meer ◽  
Jeff Sigafoos ◽  
Andrew Whitehouse
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Parent Training ◽  
Training Program ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Early Start ◽  
Early Start Denver Model ◽  
Young Children With Autism

Contemporary parent-implemented early intervention programs for children with autism spectrum disorder usually incorporate a range of techniques with different theoretical underpinnings. While research suggests that parents often learn to implement interventions with an acceptable degree of overall fidelity, there is limited research into parent use of individual intervention techniques. This study included five mothers of young children with autism spectrum disorder who participated in a 12-week parent training program based on the Early Start Denver Model. Ten-minute play samples were coded for the mothers’ use of 18 specific Early Start Denver Model techniques before, during, and 1 month after the training program. The correlation between the mothers’ use of each Early Start Denver Model technique and their child’s level of engagement and expressive language was also calculated. Results suggest that all mothers increased the number of techniques that they were using from baseline to parent training. Some Early Start Denver Model techniques were moderately or strongly correlated with both child engagement and expressive language. There was considerable variation in outcomes across all mother–child dyads. These preliminary results have implications for how parents are trained/coached to implement interventions for young children with autism spectrum disorder. Lay abstract Parents of young children with autism are often taught to deliver interventions which involve several different types of strategies. Research suggests that parents can usually learn to deliver these interventions but not much is known about their use of each specific intervention strategy. This study included five mothers of young children with autism who participated in a 12-week parent training program based on the Early Start Denver Model. We measured their use of 18 different ESDM strategies before, during, and 1 month after the training program. We found that parents increased the number of strategies that they used during the training program. There were differences between mothers in terms of the ESDM strategies that they used the most during the training. We also found that some of the strategies were more closely related to children’s levels of engagement and language than others. This suggests that parent training should be adapted to suit each parent’s needs.

scholarly journals Job interview training targeting nonverbal communication using an android robot for individuals with autism spectrum disorder

Autism ◽  
2019 ◽  
Vol 23 (6) ◽  
pp. 1586-1595 ◽  
Author(s):  
Hirokazu Kumazaki ◽  
Taro Muramatsu ◽  
Yuichiro Yoshikawa ◽  
Blythe A Corbett ◽  
Yoshio Matsumoto ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Training Program ◽  
Nonverbal Communication ◽  
Salivary Cortisol ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Job Interview ◽  
Self Confidence ◽  
Interview Training ◽  
Android Robot

Job interviews are significant barriers for individuals with autism spectrum disorder because these individuals lack good nonverbal communication skills. We developed a job interview training program using an android robot. The job interview training program using an android robot consists the following three stages: (1) tele-operating an android robot and conversing with others through the android robot, (2) a face-to-face mock job interview with the android robot, and (3) feedback based on the mock job interview and nonverbal communication exercises using the android robot. The participants were randomly assigned to the following two groups: one group received a combined intervention with “interview guidance by teachers and job interview training program using an android robot” ( n = 13), and the other group received an intervention with interview guidance by teachers alone ( n = 16). Before and after the intervention, the participants in both groups underwent a mock job interview with a human interviewer, who provided outcome measurements of nonverbal communication, self-confidence, and salivary cortisol. After the training sessions, the participants who received the combined interview guidance by teachers and the job interview training program using an android robot intervention displayed improved nonverbal communication skills and self-confidence and had significantly lower levels of salivary cortisol than the participants who only received interview guidance by teachers. The job interview training program using an android robot improved various measures of job interview skills in individuals with autism spectrum disorder.

scholarly journals Prediction in Autism Spectrum Disorder: A Systematic Review of Empirical Evidence

2021 ◽  
Vol 14 (4) ◽  
pp. 604-630
Author(s):  
Jonathan Cannon ◽  
Amanda M. O'Brien ◽  
Lindsay Bungert ◽  
Pawan Sinha
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Empirical Evidence ◽  
Autism Spectrum ◽  
Spectrum Disorder
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