Overcoming Language Barriers between Interventionists and Immigrant Parents of Children with Autism Spectrum Disorder

Autor/inn/en	Lim, Nataly; O'Reilly, Mark F.; Londono, Fabiola Vargas; Russell-George, Adrienne
Titel	Overcoming Language Barriers between Interventionists and Immigrant Parents of Children with Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 51 (2021) 8, S.2876-2890 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lim, Nataly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-020-04754-3
Schlagwörter	Cues; Video Technology; Autism; Pervasive Developmental Disorders; Spanish Speaking; Immigrants; Barriers; Parent Education; Personal Autonomy; Daily Living Skills; Mastery Learning; Generalization; Limited English Speaking; Trainers; Parent Child Relationship; Teaching Methods; Intervention; Interpersonal Communication + Suchen Sie Ihr Suchwort? Stichwort; Autismus; Immigrant; Immigrantin; Immigranten; Parents education; Elternbildung; Elternschule; Individuelle Autonomie; Alltagsfertigkeit; Ausbildungslehrer; Trainer; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonale Kommunikation
Abstract	This study used a video prompting intervention to overcome language barriers between English-speaking trainers and Spanish-speaking immigrant parents of children with autism. Parents were taught instructional skills targeting independent dressing. A multiple baseline design across three families and a replication using an alternating treatments design with a fourth family were used to evaluate the effects of the intervention. All mothers reached mastery criterion and generalization of instructional skills was observed for three mothers, with treatment gains maintaining during follow-up. Improvement in independent dressing skills was observed for four children. Findings suggest that video prompting can be used to teach immigrant parents of children with autism who have limited English proficiency when there is a language mismatch between parents and trainers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01