Parent-Implemented Early Social Communication Intervention for Young Children with Autism Spectrum Disorder

Erturk, Buket; Hansen, Sarah; Machalicek, Wendy; Kunze, Megan

doi:10.1007/s10864-020-09387-1

Cited by 10 publications

(5 citation statements)

References 46 publications

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“…Within NDBI, training and intervention are often delivered in the home setting through use of information sharing, modeling, prompting, and feedback (Biel et al, 2020; Erturk et al, 2021). Caregivers are taught to prioritize their child's interests, follow their child's lead to maximize motivation, engage in balanced turn‐taking, and respond to child behaviour and communication to scaffold language and behaviour development through access to natural reinforcement (Hancock & Kaiser, 2002; Ingersoll, 2010).…”

Section: Methodsmentioning

confidence: 99%

Pepea Pamoja:^† Applying the Ecological Validity Framework to co‐develop a wellbeing and behavioural training program for caregivers of young children with autism in low‐resource settings of Kenya and the United States

McNally Keehn,

Rispoli,

Saina

et al. 2024

Child

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BackgroundAutism is a complex neurodevelopmental disability with global prevalence of one in 100 individuals. Poor access to interventions in both under‐resourced regions of high‐income countries and low‐ and middle‐income countries has deleterious effects on the health and wellbeing of individuals with autism and their families. Our objective was to utilize a reciprocal innovation framework and participatory methods to adapt and co‐develop a culturally grounded group‐based wellbeing and naturalistic developmental behavioural intervention (NDBI) training program for caregivers of young children with autism to be implemented in Kenya and rural Indiana.MethodsThis study was conducted within the Academic Model Providing Access to Healthcare (AMPATH) program. An evidence‐informed Naturalistic Developmental Behavioral Intervention (NDBI) previously utilized in Indiana was adapted and iteratively refined using the Ecological Validity Framework (EVF) by a team of US and Kenyan disability experts. Key adaptations to the program were made across the EVF domains of language, persons, metaphors/content, concepts, goals, methods, and context.ResultsSubstantial cultural adaptations were made to the NDBI following the EVF model, including the addition of traditional Kenyan cultural practices, use of narrative principles, and focus on daily routines over play. Pepea, the adapted program, involves 10 group sessions covering content in basic education on autism, positive caregiver coping strategies, and behavioural skills training to promote child communication and reduce challenging behaviour. Key adaptations for Pepea were integrated back into a US NDBI caregiver training program.ConclusionsThis study fills a critical gap by detailing the adaptation process of a caregiver wellbeing and naturalistic developmental behavioural training program for caregivers of children with autism in low‐resource settings. Our next steps are to report on mixed‐methods outcomes from pilot implementation. Our long‐term goal is to apply these insights to advance sustainable and scalable autism intervention services across the globe.

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Section: Methodsmentioning

confidence: 99%

Pepea Pamoja:^† Applying the Ecological Validity Framework to co‐develop a wellbeing and behavioural training program for caregivers of young children with autism in low‐resource settings of Kenya and the United States

McNally Keehn,

Rispoli,

Saina

et al. 2024

Child

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“…These interventions work to increase social understanding and develop social cognitive (e.g., theory of mind) and social communication skills ( Cheung et al, 2018 ; Waugh & Peskin, 2015 ). Early intervention can promote the development of a foundation of social skills in autistic children, including: nonverbal communication (e.g., interpreting, following, and responding to nonverbal cues; intentional gestures), social awareness and reciprocity ( Erturk et al, 2020 ; Zachor et al, 2007 ), verbal communication skills, shared social interest or enjoyment, and versatile interaction abilities across different contexts (e.g., play; Binns & Cardy, 2019 ; Oosterling et al, 2010 ).…”

Section: Parent-implemented Social Communication Interventions For Au...mentioning

confidence: 99%

What parents want: A qualitative analysis of a parent-implemented intervention for autistic children

Im‐Bolter

Roche

2023

Autism & Developmental Language Impairments

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Background and aims Guidelines regarding social cognitive interventions for autistic children suggest incorporating a holistic approach. This includes increasing the family’s understanding of difficulties associated with autism, integrations of natural environments, and parents as active agents in the intervention while being supported for their well-being. The current availability of holistic parent-implemented interventions for autistic children is limited, with no qualitative understanding of how parents view the benefits for themselves or their children. Method The current study expands the literature regarding holistic approaches through a qualitative understanding of parent perceptions of a parent-implemented social communication intervention for autistic children (TalkAbility™), which incorporates a 6-month follow-up. This study sought to gain a deeper understanding from parents on their perceptions of a holistic approach, including the impact on themselves, their families, and their autistic child. Results Following Braun and Clarke’s model of thematic analysis, data was coded into four themes: (a) communication difficulties, frustrations, and progress, (b) social relationships and concerns, (c) communication strategies, and (d) thoughts and emotions surrounding TalkAbility™. Conclusions Parents report that many components of a holistic approach are instrumental in encouraging social communication in their autistic child. Results highlight the importance of considering parent experiences regarding interventions for their child’s social communication skills through a qualitative viewpoint. Implications Knowing the intervention aspects that parents view as most valuable allows targeted program modifications that reflect actual parent needs. Further understanding regarding the influence of holistic parent-implemented social communication interventions on child communication skills, parenting frustrations, and parent–child relationships is needed.

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“…A master student and an occupational therapist (Lund & Troha, 2008), a teacher assistant (Xin & Leonard, 2015), a peer (Thiemann-Bourque et al, 2016), both a peer and the researcher (Hansen et al, 2019) were also among the implementers. Parents were the implementers in three studies (Erturk et al, 2020;Hansen et al, 2018;Raulston et al, 2019), and mother and researcher in one study (Van Der Meer et al, 2013).…”

Section: Implementermentioning

confidence: 99%

“…Of the studies reviewed, 12 (e.g., Tetreault & Lerman, 2010) were conducted in a clinical setting, 14 (e.g., Lund & Troha, 2008) in classroom and two in school (Queiroz et al, 2020;Xin & Leonard, 2015). Five of the studies took place in home setting (Armendariz & Hahs, 2019;Erturk et al, 2020;Raulston et al, 2019;Topuz & Ülke-Kürkçüoğlu, 2019;Wilson et al, 2017) while two in both class and home (Cannella-Malone et al, 2010;Van Der Meer et al, 2013).…”

Section: Settingmentioning

confidence: 99%

Least-to-Most Prompting in Teaching Social Interaction and Communication Skills to Individuals with Autism Spectrum Disorder: A Systematic Review

Kürkçüoğlu

Saral

2021

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Bu çalışmanın amacı, yanlışsız öğretim yöntemlerinden olan ipucunun giderek arttırılmasıyla öğretim (İGA) sunularak otizm spektrum bozukluğu (OSB) olan bireylere sosyal etkileşim ve iletişim becerilerinin öğretildiği araştırmaları demografik özellikler, yöntemsel parametreler ve bulgular açısından betimsel olarak analiz etmektir. Yöntem: Çalışma kapsamında, dört farklı veritabanının (EBSCOhost, ScienceDirect, Jstor ve SAGE) gelişmiş arama motoruna, ilgili anahtar kelimeler yazılarak elektronik taramalar yapılmıştır. Tarama sonucunda 390 çalışmaya ulaşılmıştır. Bu çalışmalar dahil etme ölçütleri olarak (a) OSB olan bireylerle yürütülmesi, (b) ipucunun giderek arttırılmasıyla öğretim yönteminin kullanılması, (c) tek denekli araştırma modellerinden biriyle desenlenmesi, (d) bir sosyal etkileşim ve iletişim becerisinin öğretilmesi, (e) Ocak 2003-Mayıs 2020 yılları arasında yürütülmesi ve (f) Türkçe ve/veya İngilizce dilinde hakemli bir dergide yayımlanması açısından incelenmiştir ve toplamda 35 araştırma, kapsama alınarak analiz edilmiştir. Bulgular: Araştırma sonucunda, farklı yaş grubundaki OSB olan bireylere İGA sunularak sosyal etkileşim ve iletişim becerilerinin öğretilebildiği görülmüştür. Tartışma: Araştırmanın bulguları tartışılarak ileri çalışmalara yönelik önerilerde bulunulmuştur.

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Parent-Implemented Early Social Communication Intervention for Young Children with Autism Spectrum Disorder

Cited by 10 publications

References 46 publications

Pepea Pamoja:^† Applying the Ecological Validity Framework to co‐develop a wellbeing and behavioural training program for caregivers of young children with autism in low‐resource settings of Kenya and the United States

Pepea Pamoja:^† Applying the Ecological Validity Framework to co‐develop a wellbeing and behavioural training program for caregivers of young children with autism in low‐resource settings of Kenya and the United States

What parents want: A qualitative analysis of a parent-implemented intervention for autistic children

Least-to-Most Prompting in Teaching Social Interaction and Communication Skills to Individuals with Autism Spectrum Disorder: A Systematic Review

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Parent-Implemented Early Social Communication Intervention for Young Children with Autism Spectrum Disorder

Cited by 10 publications

References 46 publications

Pepea Pamoja:† Applying the Ecological Validity Framework to co‐develop a wellbeing and behavioural training program for caregivers of young children with autism in low‐resource settings of Kenya and the United States

Pepea Pamoja:† Applying the Ecological Validity Framework to co‐develop a wellbeing and behavioural training program for caregivers of young children with autism in low‐resource settings of Kenya and the United States

What parents want: A qualitative analysis of a parent-implemented intervention for autistic children

Least-to-Most Prompting in Teaching Social Interaction and Communication Skills to Individuals with Autism Spectrum Disorder: A Systematic Review

Contact Info

Product

Resources

About

Pepea Pamoja:^† Applying the Ecological Validity Framework to co‐develop a wellbeing and behavioural training program for caregivers of young children with autism in low‐resource settings of Kenya and the United States

Pepea Pamoja:^† Applying the Ecological Validity Framework to co‐develop a wellbeing and behavioural training program for caregivers of young children with autism in low‐resource settings of Kenya and the United States