Systematic Review of Research Evaluating Parent-Mediated Interventions for Young Children with Autism: Years 2013 to 2015

Siller, Michael; Morgan, Lindee

doi:10.1007/978-3-319-90994-3_1

Cited by 18 publications

(19 citation statements)

References 88 publications

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“…Parent-mediated interventions develop a parent's capacity to implement evidence-based strategies with their child. In fact, these interventions are based on the assumption that parents will implement the target strategies within their daily routines and activities with their child; thereby increasing the opportunities provided to the child to interact and engage with peers, others, and the environment (Siller & Morgan, 2018). In the current study, parents reported statistically significant positive change in their child's autism symptoms, specifically in the domains of communication, social reciprocity and repetitive behaviors and restricted interests.…”

Section: Parent-mediated Early Interventionmentioning

confidence: 99%

Effects of a parent training using telehealth: Equity and access to early intervention for rural families

Rooks-Ellis

Howorth

Kunze³

et al. 2020

J Child Edu Soc

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Children living in geographically rural areas may have limited access to early, intensive evidence-based interventions suggesting children residing in these areas are less likely to experience positive outcomes than their urban-dwelling peers. Telehealth offers an option to rural families seeking early intervention by using communication technologies where providers are able to consult and deliver services in real-time over geographical distances. To our knowledge, no other study has examined the implementation of P-ESDM in rural natural environments within the framework of the state’s early intervention program. Using a multiple baseline design across participants, the current study investigated the effects of the parent-Early Start Denver Model implemented within a rural northeastern state’s existing IDEA Part C early intervention program. Parents demonstrated increased fidelity to intervention strategies and reported satisfaction with the program’s ease of implementation and observed child gains. Statistically significant pre-to post- change in children’s ASD symptomatology were reported for the domains of communication, social reciprocity and repetitive and restricted behaviors. Support for parent-mediated interventions, the importance of fidelity of implementation for sustainability of intervention strategies, and the need to explore telehealth as a viable service delivery option to improve developmental trajectories for toddlers with autism are discussed.

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Section: Parent-mediated Early Interventionmentioning

confidence: 99%

Effects of a parent training using telehealth: Equity and access to early intervention for rural families

Rooks-Ellis

Howorth

Kunze³

et al. 2020

J Child Edu Soc

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“…The failure to observe statistically signi cant effects of the intervention on UIA may be driven by the small sample size. Further, standardized clinician-administered social communication assessments as primary endpoints command a high threshold that may not be sensitive to subtle markers of change in early social communication skills (64). Thus, it is possible that a certain amount of time and intensity of intervention may be necessary for generalized social communication gains to be observed on the standardized clinical assessments (64).…”

Section: Discussionmentioning

confidence: 99%

Examining A Stepped-Care Telehealth Program for Parents of Young Children With Autism: A Proof of Concept Trial

Wainer

Arnold

Leonczyk

et al. 2020

Preprint

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Background Intervention during the first years of life for children with autism spectrum disorder (ASD) may have the strongest impact on brain development, behavior and long-term functioning. Yet, barriers such as a shortage of trained professionals contribute to significant delays in service. The goal of this proof-of-concept study was to explore strategies that support timely and equitable deployment of ASD-specific interventions. Methods We conducted a 15-week, randomized control trial (RCT) comparing a stepped-care model (i.e. parents first used an interactive website, and then received parent coaching if warranted) of Online Reciprocal Imitation Training (RIT; a naturalistic developmental behavioral intervention) versus a waitlist control condition (WLC). To be eligible, children had to be between 18 to 60 months, meet the cutoff for ASD on the Autism Diagnostic Observation Schedule-2 Edition and demonstrate significant social imitation deficits. Primary outcome measures included child imitation skills (Unstructured Imitation Assessment (UIA)), parental self-efficacy (Early Intervention Parenting Self-Efficacy Scale (EIPSES)), and parent fidelity (RIT Parent Fidelity Form (RIT-PFF)) to the intervention. Secondary outcome measures included child social communication (Social Communication Checklist (SCC)) and family quality of life (Beach Center Family Quality of Life Scale (FQOL)). Results Twenty participants were randomized in a 1:1 fashion, after participant drop out, eight were in the WLC and seven were in Online RIT. Among the primary outcomes, there were significant group differences and improvements in parent fidelity (p= .000), self-efficacy (p=.029), and ratings of child social communication (p=.048) in Online RIT relative to wait-list controls. There was no significant difference of improvement in imitation ability (p=.05) or family quality of life (p=.220)Limitations There are several limitations with this study, including the small sample size, lack of enactment data, and a lack of website engagement data. The WLC design limits the strength of the conclusions that can be drawn.Conclusions Overall, the novel use of stepped-care telehealth shows strong acceptability and holds promise as an innovative delivery model.Trial Registration Trial Registration: ClinicalTrials.gov, NCT04467073. Registered 10 July 2020- Retrospectively registered, https://clinicaltrials.gov/ct2/show/NCT04467073

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“…Sonuç olarak aile merkezli uygulamaların kullanılması ve yaygınlaşması aileye, çocuğa ve aile-çocuk etkileşimine olan katkısı, bir dizi alanyazın incelemesinin ve araştırma sentezinin sonucunda ortaya çıkmıştır (Cunningham & Rosenbaum, 2014;Dempsey & Keen, 2008;King, Teplicky, King & Rosenbaum, 2004;Kuhlthau vd., 2011;Shields, Pratt & Hunter, 2006). Bu gözden geçirmeler ve sentezlerdeki çalışmaların ortak sonuçları; aile merkezli uygulamaların özellikle erken dönemde kullanıldığında hem OSB olan çocukların akademik, sosyal, duygusal ve davranışsal gelişimine katkı sağladığını hem de aile üyelerinin eğitsel, sosyal ve psikolojik yönden olumlu çıktılar elde ettiği yönündedir (Beaudoin vd., 2014;Siller & Morgan, 2018).…”

Section: Aile Merkezli Uygulamalarunclassified

“…Aile üyeleri erken çocukluk eğitimi ve erken çocukluk özel eğitimi hizmetlerinin merkezinde yer almalı ve bu süreçte aktif rol oynamalıdır. OSB olan çocuklar için erken dönemde kullanılmak üzere hazırlanan kapsamlı müdahale programları da ailenin çocuğun eğitiminde aktif olarak çeşitli rollerde yer almasını teşvik etmektedir (Ingersoll & Gergans, 2007;Siller vd., 2013;Siller & Morgan, 2018). Alanyazında aile merkezli uygulamaların OSB olan çocuklarla erken dönemde kullanılmasına ilişkin araştırmalar yer alsa da aile üyelerinin öğretim yöntem, teknik ve stratejilerini kullanarak çocuklarına beceri ve davranış kazandırabilecekleri yönündeki inançlarının arttırılması ve müdahalelerin kullanılmasının yaygınlaştırılması için daha fazla sayıda araştırmaya ihtiyaç duyulmaktadır.…”

Section: Sonuç Ve öNerilerunclassified

“…Örneğin; erken ve yoğun eğitimi içeren davranışsal programlar (Lovaas Modeli [UCLA], Learning Experiences and Alternative Program [LEAP], Early Start Denver Model [ESDM]) ve etkileşim ile oyuna odaklanan uygulama ve yaklaşımlar (Joint Attention Symbolic Play Emotion Regulation [JASPER]) ailelerin uygulamalarda eğitimci, danışan veya koç olarak yer almasını teşvik etmektedir. (Boyd vd., 2014;Ingersoll & Gergans, 2007;Kasari, Lawton vd., 2014;Lovaas, 1987;Siller, Hutman & Sigman, 2013;Siller & Morgan, 2018). Bunun en önemli gerekçelerinden birisi de özellikle erken çocukluk özel eğitim hizmetlerinin çocuğun doğal ortamında sürdürülmesidi Bu doğal ortamların birincil paydaşları ailelerdir.…”

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Erken Çocukluk Döneminde Otizm Spektrum Bozukluğunda Aile Merkezli Müdahaleler

Çattık

Yetkin

Diken

2020

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Aile çocuğun yaşamında önemli yeri olan gelişimini destekleyerek onun yaşadığı toplumun kurallarına uygun olarak yetişmesini sağlayan toplumsal bir kurumdur. Tipik gelişen çocuklar birçok beceri ve davranışı aileleriyle gün içerisinde gerçekleştirdikleri doğal yaşantılarla kolaylıkla kazanırken söz konusu otizm spektrum bozukluğu (OSB) olan bir çocuk olduğunda aynı beceri ve davranışların kazandırılmasında sistematik öğretim süreçlerine gereksinim duyulmaktadır. OSB tanısı son yıllarda oldukça erken dönemlerde konulsa da aileler çocuklarının eğitim sürecine erken dönemde nasıl ve ne şekilde katılacaklarını bilememektedirler. Aile merkezli uygulamalar pek çok yetersizlik türünde ve farklı yaş grubundaki çocuklarda, beceri ve davranışların kazandırılmasında ve davranış problemleri ile başa çıkmada kullanılabilen kanıt temeli uygulamalardan birisidir. Bu makalede aile merkezli uygulamaların kuramsal temelleri, erken çocukluk döneminde OSB olan çocuklar ve aileleri için önemi ve bu uygulamaların kullanımı hakkında genel bilgilere yer verilmiştir. Ayrıca erken çocukluk döneminde OSB olan çocuklarla gerçekleştirilen araştırmalar hakkında kapsamlı bilgi sunulmuş ve ileri araştırmalar için uygulamacılara ve araştırmacılara önerilerde bulunulmuştur.

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Systematic Review of Research Evaluating Parent-Mediated Interventions for Young Children with Autism: Years 2013 to 2015

Cited by 18 publications

References 88 publications

Effects of a parent training using telehealth: Equity and access to early intervention for rural families

Effects of a parent training using telehealth: Equity and access to early intervention for rural families

Examining A Stepped-Care Telehealth Program for Parents of Young Children With Autism: A Proof of Concept Trial

Erken Çocukluk Döneminde Otizm Spektrum Bozukluğunda Aile Merkezli Müdahaleler

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