An Early Social Engagement Intervention for Young Children with Autism and Their Parents

Autor/inn/en	Vernon, Ty W.; Koegel, Robert L.; Dauterman, Hayley; Stolen, Kathryn
Titel	An Early Social Engagement Intervention for Young Children with Autism and Their Parents
Quelle	In: Journal of Autism and Developmental Disorders, 42 (2012) 12, S.2702-2717 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-012-1535-7
Schlagwörter	Intervention; Parents; Autism; Young Children; Interpersonal Relationship; Social Development; Interpersonal Competence; Parent Role; Social Behavior; Parent Participation; Parent Education; Parents as Teachers; Affective Behavior; Eye Movements; Verbal Communication; Interpersonal Communication + Suchen Sie Ihr Suchwort? Eltern; Autismus; Frühe Kindheit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziale Entwicklung; Interpersonale Kompetenz; Parental role; Elternrolle; Social behaviour; Soziales Verhalten; Elternmitwirkung; Parents education; Elternbildung; Elternschule; Affective disturbance; Active behaviour; Affektive Störung; Augenbewegung; Interpersonale Kommunikation
Abstract	The social vulnerabilities associated with young children with autism are recognized as important intervention targets due to their influence on subsequent development. Current research suggests that interventions that combine motivational and social components can create meaningful changes in social functioning. Simultaneously, it is hypothesized that parent delivery of such strategies can invoke increases in these core social behaviors and parent engagement. This study examined the effects of teaching parents to implement a social engagement intervention with their children. The results indicated that the use of this parent-delivered social intervention led to (a) increases in their children's use of eye contact, directed positive affect, and verbal initiations, (b) increases in parent positive affect and synchronous engagement, and (c) generalized increases in parent and child behaviors. (Contains 2 tables and 7 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10