Online Communication Training for Parents of Children with Autism Spectrum Disorder

Autor/inn/en	Douglas, Sarah N.; Kammes, Rebecca; Nordquist, Erica
Titel	Online Communication Training for Parents of Children with Autism Spectrum Disorder
Quelle	In: Communication Disorders Quarterly, 39 (2018) 3, S.415-425 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740117727491
Schlagwörter	Online Courses; Communication Strategies; Communication Skills; Pervasive Developmental Disorders; Autism; Parent Education; Parenting Skills; Training Methods; Children; Interpersonal Communication; Interpersonal Competence; Parent Child Relationship; Rating Scales; Michigan; Childhood Autism Rating Scale + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Kommunikationsstrategie; Kommunikationsstil; Autismus; Parents education; Elternbildung; Elternschule; Didaktik; Trainingsmaßnahme; Child; Kind; Kinder; Interpersonale Kommunikation; Interpersonale Kompetenz; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Rating-Skala
Abstract	Parent training is an essential part of quality programming for children with autism spectrum disorder (ASD). However, limited research exists exploring online training approaches to support parents of children with both ASD and complex communication needs (CCN; e.g., limited verbal ability), despite the many benefits that online training might have for these parents and the overall sustainability and scalability of such approaches. This study utilized a single-subject multiple probe design with three parents and their children to explore the impact of online parent training for parents and their children with ASD and CCN. Training included online interactive components to teach parents a communication strategy, as well as live practice sessions during which parents implemented the strategy, had an opportunity to ask questions, and engaged in self-reflection. Results indicated that training increased communication opportunities and responses provided by parents, and communication by the child. Limitations and future research directions are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01