Pub Date : 2021-02-08DOI: 10.1177/1088357620986947
S. Magaña, Marie Tejero Hughes, Kristen Salkas, W. Gonzales, Giselle Núñez, M. Morales, M. Garcia Torres, Marisol Moreno-Angarita
Knowledge and identification of autism spectrum disorder (ASD) are increasing in Latin America, yet there are limited resources available to help families of children with ASD. For this study, researchers adapted and tested a parent educational program created for Latino immigrant parents of children with ASD in the United States to the needs of parents of children with ASD in Colombia. Parents were randomized into two intervention delivery modes, one led by parents and the other by students. All measures were self-reported by parents (n = 20). Parents improved in understanding their child’s strengths and needs and frequency of using evidence-based strategies. Parents in the student-led group reported significantly lower depressive symptoms between baseline and follow-up. In focus groups, parents expressed satisfaction with the intervention and described ways they were using the information. This study demonstrated promising results to improve the experience of parents of children with ASD in Colombia.
{"title":"Implementing a Parent Education Intervention in Colombia: Assessing Parent Outcomes and Perceptions Across Delivery Modes","authors":"S. Magaña, Marie Tejero Hughes, Kristen Salkas, W. Gonzales, Giselle Núñez, M. Morales, M. Garcia Torres, Marisol Moreno-Angarita","doi":"10.1177/1088357620986947","DOIUrl":"https://doi.org/10.1177/1088357620986947","url":null,"abstract":"Knowledge and identification of autism spectrum disorder (ASD) are increasing in Latin America, yet there are limited resources available to help families of children with ASD. For this study, researchers adapted and tested a parent educational program created for Latino immigrant parents of children with ASD in the United States to the needs of parents of children with ASD in Colombia. Parents were randomized into two intervention delivery modes, one led by parents and the other by students. All measures were self-reported by parents (n = 20). Parents improved in understanding their child’s strengths and needs and frequency of using evidence-based strategies. Parents in the student-led group reported significantly lower depressive symptoms between baseline and follow-up. In focus groups, parents expressed satisfaction with the intervention and described ways they were using the information. This study demonstrated promising results to improve the experience of parents of children with ASD in Colombia.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"165 - 175"},"PeriodicalIF":2.0,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357620986947","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48535889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-05DOI: 10.1177/1088357621989310
Jennifer Hamrick, M. Cerda, Cyndi O’Toole, K. Hagen-Collins
Use of evidence-based practices is important for the success of students in special education settings in public education. In total, 255 special educators in public education were surveyed about (a) use of instructional practices, (b) preparedness to use interventions, (c) access to training, (d) influences on decision-making, and (e) areas of need related to current roles. Results indicate a research-to-practice gap as educators reported using many practices not identified as evidence-based intervention when working with individuals with autism and intellectual disabilities. Information about access to training and the types of trainings educators were currently participating in was gathered. Educators also reported feeling inadequately prepared to use interventions.
{"title":"Educator Knowledge and Preparedness for Educating Students With Autism in Public Schools","authors":"Jennifer Hamrick, M. Cerda, Cyndi O’Toole, K. Hagen-Collins","doi":"10.1177/1088357621989310","DOIUrl":"https://doi.org/10.1177/1088357621989310","url":null,"abstract":"Use of evidence-based practices is important for the success of students in special education settings in public education. In total, 255 special educators in public education were surveyed about (a) use of instructional practices, (b) preparedness to use interventions, (c) access to training, (d) influences on decision-making, and (e) areas of need related to current roles. Results indicate a research-to-practice gap as educators reported using many practices not identified as evidence-based intervention when working with individuals with autism and intellectual disabilities. Information about access to training and the types of trainings educators were currently participating in was gathered. Educators also reported feeling inadequately prepared to use interventions.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"213 - 224"},"PeriodicalIF":2.0,"publicationDate":"2021-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357621989310","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42022247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-03DOI: 10.1177/1088357620986946
É. Cappe, N. Downes, Sophie Albert-Benaroya, Julie Allard Ech-Chouikh, A. De Gaulmyn, Lydia Luperto, Valérie Caron, Elisabeth Roussel, Romain Taton, C. Sankey
The objective was to evaluate the impact of a psychoeducational program on the stress and quality of life of parents with a child with autism. In total, 20 parents attended a shortened version (SV group) of the program and 15 others a complete version (CV group). An assessment of perceived stress, parenting stress, and quality of life was performed before (T0), after (T1), and 6 months after the program (T2). Parental satisfaction was measured at T1. Parents in the CV group appeared to be significantly less stressed, and there was a significant improvement in certain areas of their quality of life (relationship with the child, psychological well-being, and personal fulfillment). No significant effects were observed in the SV group. Both groups highly appreciated the program. These results confirm the need to offer support to parents after receiving a diagnosis of autism for their child.
{"title":"Preliminary Results of the Effects of a Psychoeducational Program on Stress and Quality of Life Among French Parents of an Child With Autism","authors":"É. Cappe, N. Downes, Sophie Albert-Benaroya, Julie Allard Ech-Chouikh, A. De Gaulmyn, Lydia Luperto, Valérie Caron, Elisabeth Roussel, Romain Taton, C. Sankey","doi":"10.1177/1088357620986946","DOIUrl":"https://doi.org/10.1177/1088357620986946","url":null,"abstract":"The objective was to evaluate the impact of a psychoeducational program on the stress and quality of life of parents with a child with autism. In total, 20 parents attended a shortened version (SV group) of the program and 15 others a complete version (CV group). An assessment of perceived stress, parenting stress, and quality of life was performed before (T0), after (T1), and 6 months after the program (T2). Parental satisfaction was measured at T1. Parents in the CV group appeared to be significantly less stressed, and there was a significant improvement in certain areas of their quality of life (relationship with the child, psychological well-being, and personal fulfillment). No significant effects were observed in the SV group. Both groups highly appreciated the program. These results confirm the need to offer support to parents after receiving a diagnosis of autism for their child.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"176 - 186"},"PeriodicalIF":2.0,"publicationDate":"2021-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357620986946","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43654334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-29DOI: 10.1177/1088357621989254
Selena J. Layden, Amelia M. Anderson, Kera E. Hayden
Libraries provide invaluable services and supports to members of their communities, including school communities. Those with autism spectrum disorder (ASD) can receive particular benefits from their libraries, including supports in the areas of academics, social skills, communication, technology, literacy, leisure skills, and even employment skills. Additionally, librarians have reported ASD as the highest disability area they are asked to accommodate. In addition, school librarians have requirements under the Individuals with Disabilities Education Improvement Act (2004) to support students they serve in their setting. While professional librarians are prepared for their field through high-quality accredited programs, very few programs provide coursework specific to individuals with disabilities and even fewer with any coursework in the area of ASD. This study utilized content analysis to review 90 librarian preparation programs yielding only five course syllabi from four universities that include courses in supporting individuals with disabilities. Only two of the five courses reviewed included information about individuals with ASD specifically. This study identifies a gap in training for preservice librarians that contributes to the needs already expressed by those in the field.
{"title":"Are Librarians Prepared to Serve Students With Autism Spectrum Disorder? A Content Analysis of Graduate Programs","authors":"Selena J. Layden, Amelia M. Anderson, Kera E. Hayden","doi":"10.1177/1088357621989254","DOIUrl":"https://doi.org/10.1177/1088357621989254","url":null,"abstract":"Libraries provide invaluable services and supports to members of their communities, including school communities. Those with autism spectrum disorder (ASD) can receive particular benefits from their libraries, including supports in the areas of academics, social skills, communication, technology, literacy, leisure skills, and even employment skills. Additionally, librarians have reported ASD as the highest disability area they are asked to accommodate. In addition, school librarians have requirements under the Individuals with Disabilities Education Improvement Act (2004) to support students they serve in their setting. While professional librarians are prepared for their field through high-quality accredited programs, very few programs provide coursework specific to individuals with disabilities and even fewer with any coursework in the area of ASD. This study utilized content analysis to review 90 librarian preparation programs yielding only five course syllabi from four universities that include courses in supporting individuals with disabilities. Only two of the five courses reviewed included information about individuals with ASD specifically. This study identifies a gap in training for preservice librarians that contributes to the needs already expressed by those in the field.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"156 - 164"},"PeriodicalIF":2.0,"publicationDate":"2021-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357621989254","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44619092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-27DOI: 10.1177/1088357620986944
J. Shurr, Emily C. Bouck, Laura Bassette, Jiyoon Park
Basic mathematic skills at the early age are foundational for later learning. Many students with autism spectrum disorder (ASD) struggle in academic learning without sufficient support. Research in the area of concrete manipulatives—tangible representations of abstract concepts—has been found effective. In addition, promising research has emerged in the area of virtual manipulatives—virtual representations of abstract concepts—as tools to support mathematics skill acquisition. Using a multiple baseline across participants with an embedded alternating treatment design, this study presents a replication of previous research comparing the effects of concrete and virtual manipulatives in the acquisition of double-digit addition and word problem-solving abilities of three elementary students with ASD. Findings indicate that while both interventions produce better outcomes than baseline, the virtual manipulative condition appear to be more supportive than concrete manipulatives.
{"title":"Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism","authors":"J. Shurr, Emily C. Bouck, Laura Bassette, Jiyoon Park","doi":"10.1177/1088357620986944","DOIUrl":"https://doi.org/10.1177/1088357620986944","url":null,"abstract":"Basic mathematic skills at the early age are foundational for later learning. Many students with autism spectrum disorder (ASD) struggle in academic learning without sufficient support. Research in the area of concrete manipulatives—tangible representations of abstract concepts—has been found effective. In addition, promising research has emerged in the area of virtual manipulatives—virtual representations of abstract concepts—as tools to support mathematics skill acquisition. Using a multiple baseline across participants with an embedded alternating treatment design, this study presents a replication of previous research comparing the effects of concrete and virtual manipulatives in the acquisition of double-digit addition and word problem-solving abilities of three elementary students with ASD. Findings indicate that while both interventions produce better outcomes than baseline, the virtual manipulative condition appear to be more supportive than concrete manipulatives.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"71 - 82"},"PeriodicalIF":2.0,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357620986944","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43726466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-27DOI: 10.1177/1088357620985458
Kristina N. Randall, Joseph B. Ryan, Jordan N. Stierle, S. Walters, W. Bridges
Research consistently demonstrates that attainment of a driver’s license and access to a vehicle directly and favorably influence employment outcomes, enhance one’s ability to capitalize on quality jobs, and expand one’s access to community and independent opportunities. This study used a driving simulator to provide driving lessons to 12 young adults with intellectual disabilities (IDs). The purpose was to use a safe learning environment to screen candidates for those who showed the potential to obtain a driver’s license. Instruction was provided using a set of interactive exercises focusing on controlling the vehicle via lane keeping, speed maintenance, and obstacle avoidance tasks. Results revealed that simulator training provided a safe learning environment to identify individuals demonstrating the potential to safely operate a motor vehicle. Participants demonstrated moderate to large gains in maintaining lane position, speed, braking response, and target detection. Implications and suggestions for future research are provided.
{"title":"Evaluating and Enhancing Driving Skills for Individuals With Intellectual Disabilities Through Simulator Training","authors":"Kristina N. Randall, Joseph B. Ryan, Jordan N. Stierle, S. Walters, W. Bridges","doi":"10.1177/1088357620985458","DOIUrl":"https://doi.org/10.1177/1088357620985458","url":null,"abstract":"Research consistently demonstrates that attainment of a driver’s license and access to a vehicle directly and favorably influence employment outcomes, enhance one’s ability to capitalize on quality jobs, and expand one’s access to community and independent opportunities. This study used a driving simulator to provide driving lessons to 12 young adults with intellectual disabilities (IDs). The purpose was to use a safe learning environment to screen candidates for those who showed the potential to obtain a driver’s license. Instruction was provided using a set of interactive exercises focusing on controlling the vehicle via lane keeping, speed maintenance, and obstacle avoidance tasks. Results revealed that simulator training provided a safe learning environment to identify individuals demonstrating the potential to safely operate a motor vehicle. Participants demonstrated moderate to large gains in maintaining lane position, speed, braking response, and target detection. Implications and suggestions for future research are provided.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"191 - 200"},"PeriodicalIF":2.0,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357620985458","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41753253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-28DOI: 10.1177/1088357620943501
Troy V. Mariage, C. S. Englert, Joshua B. Plavnick
Many individuals with autism spectrum disorder (ASD) can effectively decode and read words fluently, but have significantly below-average understanding of text. Following written directions may hold unique potential as it requires a reader to convert a written text into a goal-directed and observable performance. The present data-based case study investigated whether two elementary students with ASD could learn to follow six-step written directions when they were given access to high-preference items as they completed the final step in the directions. It was anticipated that as the number of directions increased, there would need to be adjustments to the intervention, especially as working memory was taxed and students were reliant on understanding the written text to successfully follow the written directions. At baseline, neither student could follow the six-step directions. After participating in the multiple phases of the intervention, both students learned to read and follow six-step directions without a high preference reward following the last step in the directions. Teaching students to follow written directions by creating opportunities to access preferred items through reading text may provide the origins of making text mediate independent and self-regulated behavior, but it is not sufficient for all students when they lack executive skills. This study discusses implications for research and classroom practice.
{"title":"Teaching Early Learners With Autism to Follow Written Directions: Making Text Mediate Action to Promote Independence","authors":"Troy V. Mariage, C. S. Englert, Joshua B. Plavnick","doi":"10.1177/1088357620943501","DOIUrl":"https://doi.org/10.1177/1088357620943501","url":null,"abstract":"Many individuals with autism spectrum disorder (ASD) can effectively decode and read words fluently, but have significantly below-average understanding of text. Following written directions may hold unique potential as it requires a reader to convert a written text into a goal-directed and observable performance. The present data-based case study investigated whether two elementary students with ASD could learn to follow six-step written directions when they were given access to high-preference items as they completed the final step in the directions. It was anticipated that as the number of directions increased, there would need to be adjustments to the intervention, especially as working memory was taxed and students were reliant on understanding the written text to successfully follow the written directions. At baseline, neither student could follow the six-step directions. After participating in the multiple phases of the intervention, both students learned to read and follow six-step directions without a high preference reward following the last step in the directions. Teaching students to follow written directions by creating opportunities to access preferred items through reading text may provide the origins of making text mediate independent and self-regulated behavior, but it is not sufficient for all students when they lack executive skills. This study discusses implications for research and classroom practice.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"36 - 46"},"PeriodicalIF":2.0,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357620943501","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44115895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-30DOI: 10.1177/1088357620956915
X. Qian, David R. Johnson, Clare K. Papay
Prior research has demonstrated that paid work experience while in school is a predictor of postschool employment outcomes for youth with disabilities. For youth with Autism Spectrum Disorder (ASD), early paid work experience in high school can provide a place to learn occupational skills as well as develop communication, problem solving and interpersonal skills and behaviors that are essential for obtaining and maintaining employment. In the present study, we examined the extent to which youth with ASD have engaged in early paid work experiences while in school and factors associated with such experiences, using data from the National Longitudinal Transition Study 2012 . We found that approximately 24.4% of youth with ASD reported having been involved in a paid work experience during high school at some point within the past year. Further, age, social engagement, household income, and parent expectations were significant predictors of early paid work experience. Implications for practice and research are discussed.
{"title":"Exploring Correlates of Paid Early Work Experiences for Youth With Autism Using NLTS2012 Data","authors":"X. Qian, David R. Johnson, Clare K. Papay","doi":"10.1177/1088357620956915","DOIUrl":"https://doi.org/10.1177/1088357620956915","url":null,"abstract":"Prior research has demonstrated that paid work experience while in school is a predictor of postschool employment outcomes for youth with disabilities. For youth with Autism Spectrum Disorder (ASD), early paid work experience in high school can provide a place to learn occupational skills as well as develop communication, problem solving and interpersonal skills and behaviors that are essential for obtaining and maintaining employment. In the present study, we examined the extent to which youth with ASD have engaged in early paid work experiences while in school and factors associated with such experiences, using data from the National Longitudinal Transition Study 2012 . We found that approximately 24.4% of youth with ASD reported having been involved in a paid work experience during high school at some point within the past year. Further, age, social engagement, household income, and parent expectations were significant predictors of early paid work experience. Implications for practice and research are discussed.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"14 - 24"},"PeriodicalIF":2.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357620956915","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45508144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-19DOI: 10.1177/1088357620956904
Marie Ratliff-Black, W. Therrien
Parent-mediated interventions (PMIs) are commonly used with children with autism spectrum disorder (ASD), and their effectiveness for young children has been documented. However, no reviews have examined the use of PMIs with older children with ASD. Therefore, the purpose of this review is to investigate the state of the literature regarding PMIs for school-age children with ASD and to evaluate their effectiveness across domains. Eighteen studies of PMIs examining 170 child participants with ASD were included. Participants, interventions, and the effects of the interventions are described. Overall, studies demonstrated moderately positive effects for PMIs for school-age children with ASD. Group design studies demonstrated an overall effect size (ES) of 0.79, 95% confidence interval (CI) = [0.50, 1.09], while single-case design (SCD) studies yielded an overall ES of 1.84, 95% CI = [1.08, 2.60]. More research is needed to understand the differential effectiveness of parent training components, and future research should focus on including measures of parent treatment integrity, to aid in the understanding of program efficacy.
父母介导的干预(pmi)通常用于自闭症谱系障碍(ASD)儿童，其对幼儿的有效性已被记录在案。然而，没有评论研究了PMIs在年龄较大的ASD儿童中的应用。因此，本综述的目的是调查关于自闭症学龄儿童PMIs的文献现状，并评估其跨领域的有效性。18项PMIs研究检查了170名自闭症儿童。描述了参与者、干预措施和干预措施的效果。总的来说，研究表明PMIs对ASD学龄儿童有适度的积极作用。组设计研究的总体效应量(ES)为0.79,95%可信区间(CI) =[0.50, 1.09]，而单例设计(SCD)研究的总体效应量(ES)为1.84,95% CI =[1.08, 2.60]。需要更多的研究来了解父母培训组成部分的不同效果，未来的研究应侧重于包括父母治疗完整性的措施，以帮助理解项目的有效性。
{"title":"Parent-Mediated Interventions for School-Age Children With ASD: A Meta-Analysis","authors":"Marie Ratliff-Black, W. Therrien","doi":"10.1177/1088357620956904","DOIUrl":"https://doi.org/10.1177/1088357620956904","url":null,"abstract":"Parent-mediated interventions (PMIs) are commonly used with children with autism spectrum disorder (ASD), and their effectiveness for young children has been documented. However, no reviews have examined the use of PMIs with older children with ASD. Therefore, the purpose of this review is to investigate the state of the literature regarding PMIs for school-age children with ASD and to evaluate their effectiveness across domains. Eighteen studies of PMIs examining 170 child participants with ASD were included. Participants, interventions, and the effects of the interventions are described. Overall, studies demonstrated moderately positive effects for PMIs for school-age children with ASD. Group design studies demonstrated an overall effect size (ES) of 0.79, 95% confidence interval (CI) = [0.50, 1.09], while single-case design (SCD) studies yielded an overall ES of 1.84, 95% CI = [1.08, 2.60]. More research is needed to understand the differential effectiveness of parent training components, and future research should focus on including measures of parent treatment integrity, to aid in the understanding of program efficacy.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"3 - 13"},"PeriodicalIF":2.0,"publicationDate":"2020-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357620956904","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47524166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-13DOI: 10.1177/1088357620954380
Brenda L. Beverly, L. Mathews
Many speech-language pathologists (SLPs) are underprepared to serve children with autism spectrum disorders (ASDs), despite a growing need and increased expectation for ASD expertise. To understand this practice gap, 60 SLPs and 26 parents of children with ASDs were surveyed regarding SLP knowledge and competency. Of concern was that only about 50% of SLPs correctly identified ASD defining criteria. Respondents rated eight SLP practices as Important to Very Important, but SLPs reported being only Somewhat Competent to Competent. The parents’ rating of SLP competency was significantly lower than parental ratings of importance for one educational practice, use of nonstandardized assessment and observational methods. Also, parents rated the development of the Individualized Education Program significantly higher in importance than SLPs rated it. Findings varied for ASD specialty subgroups. Results support socially valid improvements in preparation for SLPs on the frontlines of assessment, treatment, and development of health and educational systems for children with ASDs.
{"title":"Speech-Language Pathologist and Parent Perspectives on Speech-Language Pathology Services for Children With Autism Spectrum Disorders","authors":"Brenda L. Beverly, L. Mathews","doi":"10.1177/1088357620954380","DOIUrl":"https://doi.org/10.1177/1088357620954380","url":null,"abstract":"Many speech-language pathologists (SLPs) are underprepared to serve children with autism spectrum disorders (ASDs), despite a growing need and increased expectation for ASD expertise. To understand this practice gap, 60 SLPs and 26 parents of children with ASDs were surveyed regarding SLP knowledge and competency. Of concern was that only about 50% of SLPs correctly identified ASD defining criteria. Respondents rated eight SLP practices as Important to Very Important, but SLPs reported being only Somewhat Competent to Competent. The parents’ rating of SLP competency was significantly lower than parental ratings of importance for one educational practice, use of nonstandardized assessment and observational methods. Also, parents rated the development of the Individualized Education Program significantly higher in importance than SLPs rated it. Findings varied for ASD specialty subgroups. Results support socially valid improvements in preparation for SLPs on the frontlines of assessment, treatment, and development of health and educational systems for children with ASDs.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"121 - 132"},"PeriodicalIF":2.0,"publicationDate":"2020-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357620954380","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44954487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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