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Parent Involvement in Communication Interventions

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Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum

Abstract

Parents play an important role in facilitating the communicative development of their child. When the child has autism spectrum disorder (ASD), the parental role may change significantly as they may provide detailed assessment information, assist in educational planning and goal setting and for some, become actively involved in implementing interventions. Parent involvement can benefit not only the child but also the parent by reducing stress and increasing parenting self-efficacy. This chapter will investigate parent involvement in communication interventions, considering factors related to family-centered practice and family routines. Challenges for parents and professionals are considered across the lifespan of the individual with ASD.

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Author information

Authors and Affiliations

  1. University of Illinois Urbana-Champaign, Champaign, IL, USA

    Hedda Meadan

  2. School of Education and Professional Studies, Griffith University, Brisbane, Australia

    Deb Keen

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  1. Hedda Meadan
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  2. Deb Keen
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Correspondence to Hedda Meadan .

Editor information

Editors and Affiliations

  1. Schl of Educational and Profess Studies, Griffith University, Brisbane, Queensland, Australia

    Deb Keen

  2. Department of Special Education, University of Illinois, Champaign, Illinois, USA

    Hedda Meadan

  3. University of Kansas, Department of Speech Language Hearing Sc, Lawrence, Kansas, USA

    Nancy C. Brady

  4. Department of Special Education, University of Illinois, Champaign, Illinois, USA

    James W. Halle

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Meadan, H., Keen, D. (2016). Parent Involvement in Communication Interventions. In: Keen, D., Meadan, H., Brady, N., Halle, J. (eds) Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum. Springer, Singapore. https://doi.org/10.1007/978-981-10-0713-2_10

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