Train-the-Trainers: A Parent-Coaching Model for Increasing Food Acceptance in Children With Autism Spectrum Disorder

2016 ◽  
Vol 70 (4_Supplement_1) ◽  
pp. 7011515274p1
Author(s):  
Joanna Cosbey ◽  
Deirdre Muldoon ◽  
Susan Shelly ◽  
Kelly Ledingham
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Parent Coaching ◽  
Food Acceptance ◽  
Coaching Model

Feasibility of Parent Coaching of Music Interventions for Children With Autism Spectrum Disorder

2019 ◽  
Vol 38 (2) ◽  
pp. 195-204 ◽  
Author(s):  
Eugenia Hernandez-Ruiz
Keyword(s):  
Autism Spectrum Disorder ◽  
Conceptual Framework ◽  
Joint Attention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Adherence To Treatment ◽  
Parent Coaching ◽  
Coaching Model ◽  
Verbal Responsiveness

Abstract Parent-mediated interventions for children with autism spectrum disorder (ASD) have elicited emerging interest among music therapists. A conceptual framework (reported elsewhere) delineated the incorporation of music to an established parent coaching model (Parent-Early Start Denver Model [P-ESDM];). The purpose of this study was to explore the feasibility of adapting the P-ESDM to a music-based parent coaching model. An alternating treatments design with a parent–child dyad was implemented, with music and non-music conditions in each treatment session. Behavioral video analysis of parental verbal and non-verbal responsiveness, child joint attention and verbal behaviors, and parent and therapist adherence to treatment provided quantitative data. A semi-structured follow-up interview with a parent addressed concerns, preferences, and suggestions for improvement. Parental verbal responsiveness seemed lower during the music condition, but non-verbal responsiveness increased notably during the music condition. Parent adherence to treatment was achieved in the sixth session. Child receptive joint attention increased in the music condition only, and initiating joint attention was higher in most sessions during the music condition. Parental comfort with the music did not seem ideal with the brief time allotted to training despite familiarity with the music. Music-based parent coaching to enhance social communication of preschoolers with ASD seems feasible. This study provides initial support to a conceptual framework of parent coaching of music interventions. Further research should investigate other methods to teach the music, alternative session schedules, and more precise measures of parental responsiveness.

Feasibility and Effectiveness of a Parent-Mediated In-Home Feeding Intervention for Families With Children With Autism Spectrum Disorder

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512505149p1-7512505149p1
Author(s):  
Karla Ausderau ◽  
Brittany St John ◽  
Libby Hladik ◽  
Shannon Kant ◽  
Jessica Muesbeck ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Preliminary Evidence ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Parent Coaching ◽  
Children With Asd ◽  
Natural Context ◽  
Families With Children ◽  
Feeding Interventions

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. The purpose of the study was to examine the effectiveness of a parent-mediated, in-home feeding intervention (parent training, direct intervention, and parent coaching) over 6 months for families with children with autism spectrum disorder (ASD). The findings support preliminary evidence that the intervention improves eating skills and mealtime behaviors in children with ASD and the need for more targeted feeding interventions for children with ASD that involve the parents in the natural context of the home. Primary Author and Speaker: Karla Ausderau Additional Authors and Speakers: Brittany St John, Libby Hladik, Shannon Kant, Jessica Muesbeck, and Holly Romaniak

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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