Parent-Implemented Positive Behavior Support Strategies for Young Children on the Autism Spectrum: A Pilot Investigation

Autor/inn/en	Hampton, Lauren H.; Stern, Yael S.; Fipp-Rosenfield, Hannah; Bearss, Karen; Roberts, Megan Y.
Titel	Parent-Implemented Positive Behavior Support Strategies for Young Children on the Autism Spectrum: A Pilot Investigation
Quelle	In: Journal of Speech, Language, and Hearing Research, 65 (2022) 5, S.1921-1938 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hampton, Lauren H.) ORCID (Stern, Yael S.) ORCID (Roberts, Megan Y.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Autism; Pervasive Developmental Disorders; Positive Behavior Supports; Parent Role; Intervention; Mothers; Behavior Problems; Behavior Modification; Interpersonal Communication; Program Implementation; Fidelity; Preschool Children; Generalization; Autism Diagnostic Observation Schedule; Mullen Scales of Early Learning; Aberrant Behavior Checklist + Suchen Sie Ihr Suchwort? Autismus; Parental role; Elternrolle; Mother; Mutter; Behaviour modification; Verhaltensänderung; Interpersonale Kommunikation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Purpose: Parents of children on the autism spectrum enrolled in early intervention often receive coaching to address both social communication and disruptive behavior, which are the two most frequently reported concerns by parents. Intervention techniques for both are often recommended to be implemented across daily routines and require the parents to learn new ways of interacting with their child. A sequential approach to instructing parents in these key intervention targets may reduce burden and increase adherence. Method: This multiple-baseline design pilot study included three mother-child dyads who received instruction in a disruptive behavior intervention immediately following a social communication intervention. Maternal maintenance of social communication strategies and child disruptive behaviors were measured during probes throughout the study. Results: Results indicate that although mothers readily learned to implement the techniques, fidelity of implementing social communication strategies declined after introduction of the positive behavior support strategies. Conclusions: A sequenced approach to parent-mediated intervention is feasible and acceptable. Clinical implications and future directions are discussed. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01