Enhancing Generalized Teaching Strategy Use in Daily Routines by Parents of Children With Autism

Kashinath, Shubha; Woods, Juliann; Goldstein, Howard

doi:10.1044/1092-4388(2006/036)

Cited by 159 publications

(169 citation statements)

References 37 publications

Supporting

Mentioning

159

Contrasting

Unclassified

Order By: Relevance

“…The use of problem-solving strategies during assessment and intervention was identified in focus group interviews and individual questionnaires as the families' preferred methods for learning about their child and how they could be involved in the teaching and learning processes (Kashinath, Woods, & Goldstein, 2006;Woods, Kashinath, & Goldstein, 2004). Using a team planning process, the unique learning styles of families were hypothesized and a sequence of assessment activities was developed with the families.…”

Section: Application Of the Strategiesmentioning

confidence: 99%

“…Problem solving as a strategy for assessment and intervention was incorporated into 2 studies and ranked highly by parents as effective for learning new intervention strategies and increasing confidence in using milieu teaching within daily routines (Kashinath et al, 2006;. Problem solving enhances reciprocity and shared perspectives among participants in the gathering and giving information processes, resulting in better understanding of the context, an important step in the development of a trusting collaborative relationship and an effective intervention plan (Buysee & Wesley, 2004).…”

Section: Application Of the Strategiesmentioning

confidence: 99%

See 1 more Smart Citation

Gathering and Giving Information With Families

Woods

Lindeman

2008

Infants &Amp; Young Children

View full text Add to dashboard Cite

The exchange of information between family members and service providers is a central feature of early intervention services and is integral to the development of an individual family service plan. Early intervention professionals pressured by timelines and documentation requirements either may resort to a directive style of communication that is not matched to the interaction or learning style of the family members or may ask general interview questions that do not provide sufficient information for effective intervention planning. Neither approach offers the family members a clear depiction of their role on the team. A framework and 5 strategies that support a reciprocal process for providing and receiving information while promoting family members' understanding of intervention in their everyday routines and activities are described. These strategies, developed and tested in the field within 5 federally funded research, demonstration, and outreach training projects, offer tools for service providers to gather and give information cognizant of different adult learning preferences.

show abstract

Section: Application Of the Strategiesmentioning

confidence: 99%

Section: Application Of the Strategiesmentioning

confidence: 99%

Gathering and Giving Information With Families

Woods

Lindeman

2008

Infants &Amp; Young Children

View full text Add to dashboard Cite

show abstract

“…Other studies within this category were open studies, most of which were small pilot studies (74)(75)(76)(77)(78)(79)(80)(81)(82)(83)(84)(85)(86)(87)(88)(89)(90)(91)(92); others were randomized small pilot studies (93) or the further analysis of previously published studies (94,95).…”

Section: Parent-mediated Treatment Of Children With Asd (Excluding Eibi)mentioning

confidence: 99%

A Systematic Review of Social Communication and Interaction Interventions for Patients with Autism Spectrum Disorder

Hirvikoski

Jönsson

Halldner

et al. 2014

Scandinavian Journal of Child and Adolescent Psychiatry and Psychology

View full text Add to dashboard Cite

Background: Autism spectrum disorder (ASD) is currently not curable, but it may be malleable to varying degrees in response to different interventions to improve outcomes. Objective: We conducted a systematic review of interventions aimed at ameliorating social communication impairments in patients with ASD. This study was registered in the International Prospective Register of Systematic Reviews (no. CRD42013003780). Methods: We focused on the ASD interventions that are frequently applied in Swedish clincial practice to address ASD. To ensure stakeholder involvement, we also conducted two surveys with three major Swedish ASD interest organizations to assess perceived research priorities for ASD treatment. With the use of this rationale for selection, Early Intensive Behavioral Intervention [EIBI], Treatment and Education of Autistic and Related Communication Handicapped Children [TEACCH], social skills training groups, and interventions that involved significant others were reviewed. A bibliographic search was conducted via five databases: Medline, PubMed, PsycInfo, CINAHL, and ERIC. Identified articles were screened for relevance by two independent reviewers, who also assessed the risk of bias in randomized controlled trials using systematic checklists. Results: A total of 7264 citations were identified as being published before February 2013, and 109 studies (18 of EIBI, 18 of social skills training, 4 of TEACCH, and 69 of interventions involving significant others) were included in the analysis. The included studies provided some support for the positive effects of each of the interventions; this is especially true if the most recently published research (March 2013 through August 2015) is considered, and a crude updated search for relevant randomized controlled trials was performed. The interventions that involve the significant others of individuals with ASD form a heterogenous area of treatment strategies that require subcategorization for future review. Conclusions: These findings provide preliminary support for treatments that are commonly used in clinical practice for the treatment of ASD in Sweden. However, larger and more rigorously designed and controlled studies are still needed before definitive conclusions regarding their effects can be made.

show abstract

“…Parents have unique influence on their child's acquisition of new skills through their continual and powerful presence in their child's life [25][26][27]. In addition, parent acquisition of relevant skills (e.g., behavior management strategies) can decrease stressful parent-child interactions during family routines and increase their child's independence (e.g., [28,29]).…”

Section: Introductionmentioning

confidence: 99%

Training Parents of Children with Intellectual Disabilities: Trends, Issues, and Future Directions

Machalicek

Lang

Raulston

2015

Curr Dev Disord Rep

View full text Add to dashboard Cite

This review summarizes selected studies involving education and training programs designed to improve parents' ability to provide research-based support and intervention for their children with intellectual disabilities. First, we highlight stressors and obstacles associated with parenting a child with intellectual disability and note the relative paucity of existing research in light of the increased risk of stress, anxiety, and depression reported for this population. Next, we provide a description of recent trends and issues and attempt to elucidate gaps in the existing literature that warrant additional research effort. Ultimately, this paper highlights the growing need for interventions that include both behavioral and psychosocial components to better address needs in families of children with intellectual disability. Specifically, we conclude that there exists a need for future research on culturally sensitive parent training as well as on potentially efficient group-based parent education programs for families of children with moderate to profound intellectual disability.

show abstract

Enhancing Generalized Teaching Strategy Use in Daily Routines by Parents of Children With Autism

Cited by 159 publications

References 37 publications

Gathering and Giving Information With Families

Gathering and Giving Information With Families

A Systematic Review of Social Communication and Interaction Interventions for Patients with Autism Spectrum Disorder

Training Parents of Children with Intellectual Disabilities: Trends, Issues, and Future Directions

Contact Info

Product

Resources

About