Using Case Study Methods to Investigate the Effects of Interactive Intervention for Children with Autism Spectrum Disorders

Autor/inn/en	Girolametto, Luigi; Sussman, Fern; Weitzman, Elaine
Titel	Using Case Study Methods to Investigate the Effects of Interactive Intervention for Children with Autism Spectrum Disorders
Quelle	In: Journal of Communication Disorders, 40 (2007) 6, S.470-492 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9924
DOI	10.1016/j.jcomdis.2006.11.001
Schlagwörter	Intervention; Mothers; Behavior Change; Preschool Children; Interpersonal Relationship; Interaction; Case Studies; Interpersonal Competence; Language Acquisition; Pervasive Developmental Disorders; Outcomes of Treatment; Student Participation; Program Effectiveness; Communication Skills; Parent Child Relationship + Suchen Sie Ihr Suchwort? Mother; Mutter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Case study; Fallstudie; Case Study; Interpersonale Kompetenz; Sprachaneignung; Spracherwerb; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kommunikationsstil; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	Purpose: The purpose of this multiple case study was to describe outcomes for three parents and their children following participation in a social interactive model of language intervention. More specifically, this study sought to clarify if changes in children's participation, engagement, and initiation of social interaction could be observed following an 11-week intervention. Method: Three preschool children with autism spectrum disorders and their mothers participated in an 11-week intervention program. The intervention taught parents to follow the children's lead, promote children's participation in routines, and model language at the children's level. Outcome measures included estimates of parents' responsive language input, and measures of children's rate of communication, number of engagements in social interaction, and initiations. Results: The results indicated that all three mothers increased their responsive comments during play interactions and were rated as being more responsive on a rating scale. All three children evidenced positive outcomes in vocabulary and the number of engagements in social interaction. In addition, improvement was observed in social initiation skills for all three children. Conclusions: Increases in mothers' responsiveness and children's engagement in social interactions are consistent with the theoretical mechanisms of the social interaction model of language intervention. The results suggest that further randomized control trials of this intervention approach are warranted. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10