Using Relationship-Focused Intervention to Enhance the Social—Emotional Functioning of Young Children with Autism Spectrum Disorders

Abstract

This study investigates the effectiveness of relationship-focused intervention on the social and emotional well-being of children with autism spectrum disorders. Relationship-focused intervention is a general approach to developmental intervention that encourages and supports parents to enhance their use of responsive interactive strategies during routine interactions with their children. The sample for this study consisted of 20 young children diagnosed with autism or pervasive developmental disorder and their parents. Parents and children received weekly intervention sessions for 8 to 14 months. These sessions focused on encouraging parents to use a Responsive Teaching curriculum to promote children's socioemotional development. Comparisons of pre- and postassessments indicated that the intervention was successful at encouraging mothers to engage in more responsive interactions with their children. Increases in mothers' responsiveness were associated with significant improvements in children's social interaction, as well as in standardized measures of their social— emotional functioning. These results indicate that relationship-focused intervention holds much promise for enhancing the social—emotional functioning of children with autism spectrum disorders.

Current Challenges in Early Intervention for Children with Autism Spectrum Disorder (ASD): A Narrative Review

“…Perhaps research and clinical practice may try to serve more children as early as possible through low intensity services by providing parent education. Parent based intervention have been successful in teaching children a variety of skills including verbal and non-verbal communication (Rogers et al, 2012), social interaction (Mahoney & Perales, 2003), and play (Stahmer, 1995). Moreover, parents who actively participate in their children's intervention often report reduced depression and stress and increased self-efficacy (Estes et al, 2014).…”

Fears and hopes of parents in developing the social-emotional aspects of their child with Autism Spectrum Disorder (ASD)

“…Although some researches have shown significant improvement in the development of the social-emotional aspect of children with autism as supported by Mahoney and Perales (2003) it is still difficult for parents to rely solely to these interventions, especially when dealing with their personal stress. But despite these problems, families do cope with autism and often cope successfully (Gray, 2006).…”

Teacher Outreach Efforts and Reading Achievement in Kindergarten

“…In other words, the success of instruction is dependent not only on the characteristics of the student, but also on the environment in which the instruction occurs (Sameroff, 1983;Sameroff & MacKenzie, 2003). As such, successful development occurs when the environment is responsive to a student's individual needs (Mahoney & Perales, 2003).…”