Swipe om te navigeren naar een ander artikel
Notably absent from the intervention literature are parent training programs targeting school-aged children with autism who have limited communication skills (Tager-Flusberg and Kasari in Autism Res 6:468–478, 2013). Sixty-one children with autism age 5–8 with minimal spontaneous communication received a 6-month social communication intervention including parent training. Parent–child play interactions were coded for parents’ strategy implementation and children’s time jointly engaged (Adamson et al. in J Autism Dev Disord 39:84–96, 2009). Parents mastered an average of 70 % of the strategies. Further analyses indicated some gains in implementation occurred from mere observation of sessions, while the greatest gains occurred in the first month of active coaching and workshops. Children’s joint engagement was associated with parents’ implementation success across time demonstrating parents’ implementation was relevant to children’s social engagement.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Adamson, L., McArthur, D., Markov, Y., Dunbar, B., & Bakeman, R. (2001). Autism and joint attention: Young children’s responses to maternal bids. Applied Developmental Psychology, 22, 439–453. CrossRef
Adamson, L. B., Romski, M., Bakeman, R., & Sevcik, R. A. (2011). Augmented language intervention and the emergence of symbol infused joint engagement. Journal of Speech, Language, and Hearing Research, 53, 1769–1773. CrossRef
Coolican, J., Smith, I. M., & Byrson, S. E. (2010). Brief parent training in pivotal response treatment for preschoolers with autism. Journal of Child Psychology and Psychiatry, 51, 1232–1330. CrossRef
Dunn, L. M., & Dunn, L. M. (1997). Peabody picture vocabulary test (4th ed.). Circle Pines, MN: American Guidance Service.
Durlack, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327–350. CrossRef
Hresko, W. P., Reid, D. K., & Hamill, D. D. (1981). Test of early language development. Los Angeles, CA: Western Psychological Services.
Kaiser, A. P., & Hancock, T. B. (2003). Teaching parent new skills to support their young children’s development. Infants and Young Children, 16, 9–21. CrossRef
Kasari, C., Kaiser, A., Goods, K., Nietfeld, J., Mathy, P., Landa, R., & Almirall, D. (2014). Communication interventions for minimally verbal children with autism: Sequential multiple assignment randomized trial. Journal of the American Academy of Child and Adolescent Psychiatry, 53, 635–646. CrossRefPubMed
Kirk, R. E. (1996). Practical significance: A concept whose time has come. Educational and Psychological Measurement, 56, 746–759. CrossRef
Lifter, K., Sulzer-Azaroff, B., Anderson, S. R., & Edwards Cowdery, G. (1993). Teaching play activities to children with disabilities: The importance of developmental considerations. Journal of Early Intervention, 17, 139–159. CrossRef
Lord, C., Rutter, M. L., DiLavore, P., & Risi, S. (1999). Autism diagnostic observation schedule. Los Angeles, CA: Western Psychological Services.
Lord, C., Wagner, A., Rogers, S., Szatmari, P., Aman, M., Charman, T., & Yoder, P. (2005). Challenges in evaluating psychosocial intervention for autism spectrum disorders. Journal of Autism and Developmental Disabilities, 35, 695–708. CrossRef
Mahoney, G., & Perales, F. (2003). Using relationship-focused intervention to enhance the social-emotional functioning of young children with autism spectrum disorders. Topics in Early Childhood Special Education, 23, 74–86. CrossRef
Paul, R., Campbell, D., Gilbert, K., & Tsiouri, I. (2013). Comparing spoken language treatments for minimally verbal preschoolers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43, 418–431.
Patterson, S. Y., Smith, V., & Mirenda, P. (2012). Parent training programs for families of children with autism: A systematic review of single case contributions. Autism: International Journal of Research and Practice, 16, 498–522. CrossRef
Pickett, E., Pullara, O., O’Grady, J., & Gordon, B. (2009). Speech acquisition in older nonverbal individuals with autism: A review of features, methods and prognosis. Cognitive Behavioural Neurology, 22, 1–21. CrossRef
Proctor, E., Silmere, H., Raghavan, R., Hovmand, P., Aarons, G., Bunger, A., & Hensley, M. (2011). Outcomes for implementation research: Conceptual directions, measurement challenges, and research agenda. Administration and Policy in Mental Health and Mental Health Services Research, 38, 65–76. CrossRefPubMedCentralPubMed
Rogers, S., Esters, A., Lord, C., Vismara, L., Winter, J., Fitzpatrcik, A., & Dawson, G. (2012). Effects of a brief Early Start Denver Model (ESDM)-based intervention on toddlers at risk for autism spectrum disorders: A randomized controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 51, 1052–1065. CrossRefPubMedCentralPubMed
Roid, G., & Miller, L. (1997). Leiter international performance scale-revised. Wood Dale, IL: Stoelting.
Romski, M., Sevcik, R. A., Adamson, L. B., Cheslock, M., Smith, A., Barker, R. M., & Bakeman, R. (2011). Randomized comparison of augmented and nonaugmented language interventions for children with developmental delays and their parents. Journal of Speech, Language and Hearing Research, 53, 350–364. CrossRef
Thurnberg, G., Dahlgren Sandberg, A., & Ahlsen, E. (2009). Speech-generating devices used at home by children with autism spectrum disorders: A preliminary assessment. Focus on Autism and Other Developmental Disabilities, 24, 104–114. CrossRef
Tomasello, M. (2001). Perceiving intention and learning words in the second year of life. In M. Bowerman & S. Levinson (Eds.), Language acquisition and conceptual development (pp. 133–158). New York: Cambridge University Press.
- Parents’ Adoption of Social Communication Intervention Strategies: Families Including Children with Autism Spectrum Disorder Who are Minimally Verbal
Stephanie Y. Shire
- Springer US