Efficacy Study of a Social Communication and Self-Regulation Intervention for School-Age Children with Autism Spectrum Disorder: A Randomized Controlled Trial

Autor/inn/en	Nowell, Sallie W.; Watson, Linda R.; Boyd, Brian; Klinger, Laura G.
Titel	Efficacy Study of a Social Communication and Self-Regulation Intervention for School-Age Children with Autism Spectrum Disorder: A Randomized Controlled Trial
Quelle	(2019), (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Interpersonal Communication; Interpersonal Competence; Self Control; Metacognition; Intervention; Social Development; Grade 1; Grade 2; Elementary School Students; Clinical Diagnosis; Autism; Pervasive Developmental Disorders; Comparative Analysis; Instructional Effectiveness; Parent Attitudes; Generalization; Parent Child Relationship; Measures (Individuals); Group Activities; Program Effectiveness; North Carolina + Suchen Sie Ihr Suchwort? Interpersonale Kommunikation; Interpersonale Kompetenz; Selbstbeherrschung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Soziale Entwicklung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Autismus; Unterrichtserfolg; Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Messdaten; Gruppenaktivität
Abstract	Purpose: This study aimed to examine the initial efficacy of a parent-assisted blended intervention combining components of Structured TEACCHing and Social Thinking, designed to increase social communication and self-regulation concept knowledge in 1st and 2nd graders (n = 17) diagnosed with autism spectrum disorder (ASD) and their parents. Method: A randomized delayed treatment control group design with pre- and postintervention assessments of both parents and children was implemented within a community practice setting. Two follow-up assessments at 3 and 6 months post intervention were also completed. Results: Overall, results indicate that the intervention is efficacious in teaching social communication and self regulation concept knowledge to children with ASD and their parents. Both parents and children demonstrated an increase in social communication and self-regulation knowledge after participating in the Growing, Learning, and Living With Autism Group as compared to a delayed treatment control group. The effects of the intervention did not extend to parent-child interactions coded from video recordings. Child treatment effects were maintained at the 3- and 6-month follow-up assessments. Conclusions: Preliminary efficacy of the Growing, Learning, and Living With Autism Group was established. Based on parent report at the conclusion of the intervention, this is a socially valid intervention for teaching social communication and self-regulation skills to school-age children with ASD. [This is the online version of an article published in "Language, Speech, and Hearing Services in Schools." For the final published version of this article, see EJ1222622.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01