One Size Does Not Fit All for Parent-Mediated Autism Interventions: A Randomized Clinical Trial

Autor/inn/en	Roberts, Megan Y.; Sone, Bailey J.; Jones, Maranda; Grauzer, Jeffrey; Sudec, Laura; Stern, Yael S.; Kwok, Elaine; Losh, Molly; Kaat, Aaron
Titel	One Size Does Not Fit All for Parent-Mediated Autism Interventions: A Randomized Clinical Trial
Quelle	In: Autism: The International Journal of Research and Practice, 27 (2023) 2, S.443-455 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roberts, Megan Y.) ORCID (Sone, Bailey J.) ORCID (Kaat, Aaron)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613221102736
Schlagwörter	Autism Spectrum Disorders; Parent Participation; Intervention; Randomized Controlled Trials; Parent Education; Coaching (Performance); Parents as Teachers; Parent Child Relationship; Mothers; Teaching Methods; Communication Skills; Language Acquisition + Suchen Sie Ihr Suchwort? Autism; Autismus; Elternmitwirkung; Parents education; Elternbildung; Elternschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Teaching method; Lehrmethode; Unterrichtsmethode; Kommunikationsstil; Sprachaneignung; Spracherwerb
Abstract	Coaching parents to use language facilitation strategies improves long-term language outcomes for autistic children. To optimize parent-mediated interventions, more studies need to explore factors that influence parents' learning. This study involved 119 autistic children (18-48 months) and their biological mothers enrolled in a single-site, factorial randomized clinical trial. Mothers were taught to use one of two types of language facilitation strategies (responsive or directive) during eight weekly, hour-long instructional sessions. We explored the impact of (a) type of language facilitation strategy, (b) maternal Broad Autism Phenotype (subclinical traits of autism spectrum disorder), and (c) preintervention strategy use on mothers' outcomes measured immediately and 3 months after intervention sessions. At postintervention, mothers who learned responsive strategies demonstrated significantly greater use of taught strategies than mothers who learned directive strategies (d = 0.90, 95% CI =[0.47, 1.32]). Mothers' use of taught strategies did not differ by Broad Autism Phenotype status. However, a significant two-way interaction was found between preintervention strategy use and Broad Autism Phenotype status on taught strategy use (F(1, 107) = 6.04, p = 0.016, [delta]R[superscript 2] = 0.053). Findings suggest that strategy type, maternal Broad Autism Phenotype status, and preintervention strategy use may be important factors to be considered to individualize parent-mediated interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01