Examining Parent Use of Specific Intervention Techniques during a 12-Week Training Program Based on the Early Start Denver Model

Autor/inn/en	Waddington, Hannah; van der Meer, Larah; Sigafoos, Jeff; Whitehouse, Andrew
Titel	Examining Parent Use of Specific Intervention Techniques during a 12-Week Training Program Based on the Early Start Denver Model
Quelle	In: Autism: The International Journal of Research and Practice, 24 (2020) 2, S.484-498 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Waddington, Hannah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361319876495
Schlagwörter	Parenting Styles; Intervention; Training; Autism; Pervasive Developmental Disorders; Young Children; Parent Education; Mothers; Models; Correlation; Participation; Expressive Language; Foreign Countries; Attention; Behavior Modification; Motivation; Communication Strategies; Language Usage; New Zealand + Suchen Sie Ihr Suchwort? Ausbildung; Autismus; Frühe Kindheit; Parents education; Elternbildung; Elternschule; Mother; Mutter; Analogiemodell; Korrelation; Teilnahme; Ausland; Aufmerksamkeit; Behaviour modification; Verhaltensänderung; psychologische; Motivation (psychologisch); Kommunikationsstrategie; Sprachgebrauch; Neuseeland
Abstract	Contemporary parent-implemented early intervention programs for children with autism spectrum disorder usually incorporate a range of techniques with different theoretical underpinnings. While research suggests that parents often learn to implement interventions with an acceptable degree of overall fidelity, there is limited research into parent use of individual intervention techniques. This study included five mothers of young children with autism spectrum disorder who participated in a 12-week parent training program based on the Early Start Denver Model. Ten-minute play samples were coded for the mothers' use of 18 specific Early Start Denver Model techniques before, during, and 1 month after the training program. The correlation between the mothers' use of each Early Start Denver Model technique and their child's level of engagement and expressive language was also calculated. Results suggest that all mothers increased the number of techniques that they were using from baseline to parent training. Some Early Start Denver Model techniques were moderately or strongly correlated with both child engagement and expressive language. There was considerable variation in outcomes across all mother--child dyads. These preliminary results have implications for how parents are trained/coached to implement interventions for young children with autism spectrum disorder. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01