Mediating Parent Learning to Promote Social Communication for Toddlers with Autism: Effects from a Randomized Controlled Trial

Autor/inn/en	Schertz, Hannah H.; Odom, Samuel L.; Baggett, Kathleen M.; Sideris, John H.
Titel	Mediating Parent Learning to Promote Social Communication for Toddlers with Autism: Effects from a Randomized Controlled Trial
Quelle	In: Journal of Autism and Developmental Disorders, 48 (2018) 3, S.853-867 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schertz, Hannah H.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-017-3386-8
Schlagwörter	Randomized Controlled Trials; Intervention; Early Intervention; Learning Processes; Toddlers; Parent Child Relationship; Infants; Interpersonal Communication; Nonverbal Communication; Family Environment; Autism; Pervasive Developmental Disorders; Comparative Analysis; Parent Education; Outcomes of Treatment; Interpersonal Competence + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Infant; Infants; Toddler; Kleinkind; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Toddlers; Interpersonale Kommunikation; Non-verbal communication; Nonverbale Kommunikation; Familienmilieu; Autismus; Parents education; Elternbildung; Elternschule; Interpersonale Kompetenz
Abstract	A randomized controlled trial was conducted to evaluate effects of the Joint Attention Mediated Learning (JAML) intervention. Toddlers with autism spectrum disorders (ASD) aged 16-30 months (n = 144) were randomized to intervention and community control conditions. Parents, who participated in 32 weekly home-based sessions, followed a mediated learning process to target preverbal social communication outcomes (social visual synchrony, reciprocity, and responding and initiating forms of joint attention) throughout daily interactions. The analysis found post-intervention effects for all outcomes, with all except initiating joint attention sustaining 6 months post-intervention. Findings support the value of very early intervention targeting explicitly social functions of preverbal communication and of promoting active engagement in the learning process for both toddlers and parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01