Pilot Study of a Parent Guided Website Access Package for Early Intervention Decision-Making for Autism Spectrum Disorder

Autor/inn/en	Carlon, Sarah; Carter, Mark; Stephenson, Jennifer
Titel	Pilot Study of a Parent Guided Website Access Package for Early Intervention Decision-Making for Autism Spectrum Disorder
Quelle	In: Australasian Journal of Special Education, 41 (2017) 2, S.141-156 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carlon, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-0112
Schlagwörter	Pilot Projects; Web Sites; Early Intervention; Decision Making; Pervasive Developmental Disorders; Autism; Access to Information; Information Policy; Information Security; Parent Materials; Program Effectiveness; Preschool Children; Guidelines; Early Childhood Education + Suchen Sie Ihr Suchwort? Pilot project; Modellversuch; Pilotprojekt; Web-Design; Decision-making; Entscheidungsfindung; Autismus; Informationspolitik; Elternbrief; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Richtlinien; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	A pilot study of the effectiveness of guided access to websites that provide information on intervention options for children with autism spectrum disorder (ASD) was conducted with 12 parents of preschool aged children with ASD. Guided access to reliable websites that included information about the effcacy of interventions for ASD (Raising Children Network, 2006-2014; Research Autism, 2006-2014) was provided in the format of a DVD presentation. The guidelines for choosing interventions provided on the Raising Children Network (2009) website were reiterated and assistance was provided with navigation and interpretation of the sites. Participants reported the guided access to reliable websites as useful and also reported an increased level of confidence in making intervention decisions after using the package. However, the guided access did not appear to influence the factors that parents considered important in decision-making, their understanding of the level of research support for interventions, nor their desire to use different interventions. Implications for future research and attempts to disseminate information to parents are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01