Effects of Parent Implemented Visual Schedule Routines for African American Children with ASD in Low-Income Home Settings

Autor/inn/en	Goldman, Samantha E.; Glover, Carrie A.; Lloyd, Blair P.; Barton, Erin E.; Mello, Maria P.
Titel	Effects of Parent Implemented Visual Schedule Routines for African American Children with ASD in Low-Income Home Settings
Quelle	In: Exceptionality, 26 (2018) 3, S.162-175 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2017.1294984
Schlagwörter	African American Children; Autism; Pervasive Developmental Disorders; Low Income Groups; Parent Education; Visual Aids; Mothers; Scheduling; Adjustment (to Environment); Child Behavior; Intervention; Fidelity; Program Effectiveness; Observation; Prompting; Semi Structured Interviews; Goodness of Fit + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Autismus; Parents education; Elternbildung; Elternschule; Anschauungsmaterial; Mother; Mutter; Disposition; Beobachtung; Benutzerführung
Abstract	Low-income, minority families are underrepresented in the literature on parent training for school-aged children with autism spectrum disorder (ASD). Although the use of visual supports, such as visual schedules, is considered to be an evidence-based practice for children with ASD in school, it is not known whether this strategy is effective for minority, low-income families when implemented by the parent in the home setting. This study used a multiple-baseline across routines design replicated across two African American child-mother dyads to examine the effects of a parent-implemented visual schedule procedure on child independent schedule use and between-activity transitions. Parent participants were trained to implement a visual schedule intervention during home routines. Although a functional relation was demonstrated across routines for one mother-child dyad, results varied across participants, highlighting the importance of treatment fidelity. Implications for future research, including the challenges involved in parent-implemented interventions in low-income settings for minority children with ASD, are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01