Online Communication Training for Parents of Children With Autism Spectrum Disorder

Abstract

Children with autism spectrum disorder (ASD) show core deficits in social interaction and communication (American Psychiatric Association [APA], 2013). In early childhood, more than half of children with ASD demonstrate limited verbal skills, referred to as complex communication needs (CCN; Anderson et al., 2007), which exacerbate their ability to connect and communicate. Augmentative and alternative communication (AAC), including technologies such as pictures, speech generating devices, and sign language, can be beneficial for children with both ASD and CCN, and can support communicative development (Nunes, 2008). Language development is also dependent upon the quality of language input provided by communication partners (Vukelich, Christie, & Enz, 2002). Parent support (e.g., communication opportunities, increased wait time, responsiveness) in particular is essential for child communicative development. It is especially crucial for children with ASD, and predictive of language development (Huttenlocher, Waterfall, Vasilyeva, Vevea, & Hedges, 2010; Siller & Sigman, 2002). However, few studies have been identified that examine online parent training approaches for children with ASD who also require AAC, despite the benefits of online training (e.g., flexible scheduling, no travel; Lakes et al., 2009) and the overall sustainability and scalability of such approaches.

The effectiveness of POW + C-SPACE strategy provided by parents of children with writing difficulties on story-writing skills

“…Also, based on the findings of the treatment fidelity, this study found effective as in other studies developed on the basis of SRSDM (e.g., Almadanı, 2013;Demircan, 2014;Meyers, 2015;Rumsey & Ballard, 1985;Rogers & Graham, 2008;Sperger, 2010). In addition to these, this study's findings have parallel effective results with other studies applied to families of children with different types of disabilities (e.g., Baker & McCurry, 1984;Brown & Woods, 2015;Cosbey & Muldoon, 2017;Douglas et al, 2018;McCathren, 2010). However, it is observed in these studies that focus is on generally non-academic skills such as teaching self-care skills for visually impaired children (Çakmak, 2011), self-care and daily life skills for children with autism spectrum disorder (Cavkaytar & Pollard, 2009), self-care and home skills for children with intellectual disabilities (Cavkaytar, 2007) and verbal communication skills (Kargın, 2004) to children with hearing impairment.…”

Current Trends in Telehealth Applications to Deliver Social Communication Interventions for Young Children with or at Risk for Autism Spectrum Disorder

“…Benefits to online learning include that parents/trainees can complete at a convenient time [ 27 •]. This may be essential for families with multiple children, single parents, or other challenges.…”

Teleasistencia psicológica para niños con Trastorno del Espectro Autista: definiciones, directrices y tendencias tecnológicas para el trabajo basado en evidencia

“…A partir de lo mencionado anteriormente, se ha encontrado estudios, los cuales refieren que muchas de las estrategias y técnicas basadas en el Análisis Conductual Aplicado son las más adecuadas y respaldadas para ser usadas en el sistema de teleasistencia psicológica de niños con TEA, incluyendo las áreas de conducta, aprendizaje y de lenguaje (Douglas et al, 2017;Parsons, 2019;Pennefather et al, 2018;Sandbank et al, 2020;Unholz-Bowden et al, 2020;Vismara et al, 2013). Estos mismos estudios resaltan al análisis funcional de la conducta y la observación conductual como parte de las estrategias y técnicas más utilizadas y eficaces (Tabla 3) para la evaluación no presencial de niños pequeños.…”

“…Nota. Esta tabla muestra las principales estrategias y técnicas con evidencia científica para el sistema de teleasistencia (Douglas et al, 2017;Larroy, 2020;Pennefather et al, 2018;Sandbank et al, 2020;Vismara et al, 2013…”