Enhancing Generalized Teaching Strategy Use in Daily Routines by Parents of Children With Autism.
Purpose: The purpose of this study was to examine the effects of facilitating generalized use of teaching strategies by parents of children with autism within daily routines Method: Five preschool children with autism participated in intervention with a parent within daily routines in the family's h...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 49; no. 3; pp. 466 - 486 |
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| Autores principales: | , , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
June 2006
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507894213&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507894213 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: June 2006 vid: 49 iid: 3 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 507894213 10.1044/1092-4388(2006/036) ppf: 466 ppct: 20 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1003KB tig: atl: Enhancing Generalized Teaching Strategy Use in Daily Routines by Parents of Children With Autism. aug: au: Kashinath, Shubha Woods, Juliann Goldstein, Howard su: Education of autistic children Children's language Parent-child relationships Parents of autistic children Autistic children Language & languages sug: subj: Education of autistic children Children's language Parent-child relationships Parents of autistic children Autistic children Language & languages ab: Purpose: The purpose of this study was to examine the effects of facilitating generalized use of teaching strategies by parents of children with autism within daily routines Method: Five preschool children with autism participated in intervention with a parent within daily routines in the family's home. Parents learned to include 2 teaching strategies in target routines to address their child's communication objectives. Parent-child interactions in routines were videotaped for data coding and analysis. Proactive programming of generalization occurred by systematic selection of intervention routines and by embedding intervention in multiple routines. Generalization data were collected by measuring strategy use in untrained routines. A multiple baseline design across teaching strategies was used to assess experimental effects. Results: All parents demonstrated proficient use of teaching strategies and generalized their use across routines. The intervention had positive effects on child communication outcomes. All parents perceived the intervention to be beneficial. Conclusion: Results from this study add to me limited body of evidence supporting parent-implemented interventions in natural environments with young children with autism spectrum disorder. Additional research that replicates this approach with children of varying ages and disabilities and families with diverse characteristics is needed to support the generality of these findings. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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