Initial Efficacy of Project ImPACT: A Parent-Mediated Social Communication Intervention for Young Children with ASD

Autor/inn/en	Ingersoll, Brooke; Wainer, Allison
Titel	Initial Efficacy of Project ImPACT: A Parent-Mediated Social Communication Intervention for Young Children with ASD
Quelle	In: Journal of Autism and Developmental Disorders, 43 (2013) 12, S.2943-2952 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-013-1840-9
Schlagwörter	Young Children; Intervention; Preschool Children; Preschool Education; Autism; Pervasive Developmental Disorders; Parent Participation; Communication Skills; Communication Strategies; Social Development; Interpersonal Communication; Mothers; Fidelity; Models; Child Language; Parenting Skills; Outcomes of Treatment + Suchen Sie Ihr Suchwort? Frühe Kindheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Elternmitwirkung; Kommunikationsstil; Kommunikationsstrategie; Soziale Entwicklung; Interpersonale Kommunikation; Mother; Mutter; Analogiemodell; 'Children''s language'; Kindersprache
Abstract	Project ImPACT is a parent-mediated social communication intervention for young children with ASD that was developed in community settings to encourage dissemination. A single-subject, multiple-baseline design was conducted across 8 preschoolers with ASD and their mothers to examine the efficacy of the model for improving parent intervention fidelity and child spontaneous language. Multilevel modeling was used to examine the relationship between parent fidelity and child language within session. All parents increased their use of the intervention techniques. Improvements in spontaneous use of language targets were observed for 6 of the 8 children. There was a significant association between parents' use of the intervention strategies and their child's spontaneous language use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10