Parent Couples' Participation in Speech-Language Therapy for School-Age Children with Autism Spectrum Disorder in the United States

Autor/inn/en	Flippin, Michelle; Hahs-Vaughn, Debbie L.
Titel	Parent Couples' Participation in Speech-Language Therapy for School-Age Children with Autism Spectrum Disorder in the United States
Quelle	In: Autism: The International Journal of Research and Practice, 24 (2020) 2, S.321-337 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Flippin, Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361319862113
Schlagwörter	Homework; Speech Therapy; Autism; Pervasive Developmental Disorders; Fathers; Mothers; Parent Attitudes; Intervention; Allied Health Personnel; Correlation; Parent Participation; Educational Environment; Family (Sociological Unit); Interpersonal Communication; Individualized Education Programs; Educational Benefits; Elementary School Students; Meetings; Student Evaluation + Suchen Sie Ihr Suchwort? Hausaufgabe; Entwicklungsproximale Sprachtherapie; Logotherapie; Autismus; Mother; Mutter; Elternverhalten; Korrelation; Elternmitwirkung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Familie; Interpersonale Kommunikation; Individualized education program; Individualisierendes Lernen; Bildungsertrag; Meeting; Tagung; Schulnote; Studentische Bewertung
Abstract	This study examined parent couples' participation in and satisfaction with speech-language therapy for school-age children with autism spectrum disorder in the United States. Responses from 40 father-mother couples (n = 80 parents) were examined across therapy components (i.e. parent-therapist communication, assessment, planning, and intervention). Descriptive frequencies, chi-square tests, intraclass correlations, and dyadic multilevel modeling were used to examine participation across fathers and mothers and within parent couples. Compared to mothers, fathers communicated less with therapists and participated less in assessment and planning. Fathers also had lower satisfaction than mothers with parent-therapist communication and planning. Although few parents participated in school-based therapy sessions, 40% of fathers and 50% of mothers participated in homework. However, few parents received homework support from therapists. Results are discussed in terms of clinical implications for interventionists to more effectively engage both fathers and mothers in family-centered speech-language therapy for school-aged children with autism spectrum disorder. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01