Family Focus Groups to Refine an Online Intervention to Support Interactions Between Siblings With and Without Autism.
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| Title: | Family Focus Groups to Refine an Online Intervention to Support Interactions Between Siblings With and Without Autism. |
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| Authors: | Bagawan, Atikah1 (AUTHOR) atikahaira@psy.uir.ac.id, Douglas, Sarah N.2 (AUTHOR), Owusu, Prince2 (AUTHOR), Haugen, Brennan3 (AUTHOR) |
| Source: | Education & Training in Autism & Developmental Disabilities. Jun2026, Vol. 61 Issue 2, p193-213. 21p. |
| Subject Terms: | *Autism spectrum disorders, *Siblings, *Child development, *Focus groups, *Online education, *Interpersonal communication, *Qualitative research, Family psychotherapy |
| Abstract: | Children with autism spectrum disorder (ASD) experience differences in social communication skills which are reflected in their interactions with others, including family members. Family-based interventions can support interactions and improve developmental outcomes. Using a person-based approach, we obtained feedback and perspectives from family members' related to the Speak, Play & Listen intervention—an online, family-mediated intervention to support social communication development for children with ASD. The Speak, Play & Listen intervention uses a cascading model where a researcher supports the parent who then trains and coaches siblings without ASD during play with their sibling with ASD. We conducted a formative qualitative research study to improve and refine the Speak, Play & Listen intervention using four focus groups to obtain feedback. Focus groups included parents of children with ASD (two groups; N = 14), as well as siblings without ASD ages 13 to 17 (one group; N = 7) and ages 18 to 21 (one group; N = 9). Results included parent and sibling perceptions related to positive features, benefits, and potential challenges of the intervention, as well as suggestions to improve the intervention. [ABSTRACT FROM AUTHOR] |
| Copyright of Education & Training in Autism & Developmental Disabilities is the property of Council for Exceptional Children, Division on Autism & Developmental Disabilities and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Children with autism spectrum disorder (ASD) experience differences in social communication skills which are reflected in their interactions with others, including family members. Family-based interventions can support interactions and improve developmental outcomes. Using a person-based approach, we obtained feedback and perspectives from family members' related to the Speak, Play & Listen intervention—an online, family-mediated intervention to support social communication development for children with ASD. The Speak, Play & Listen intervention uses a cascading model where a researcher supports the parent who then trains and coaches siblings without ASD during play with their sibling with ASD. We conducted a formative qualitative research study to improve and refine the Speak, Play & Listen intervention using four focus groups to obtain feedback. Focus groups included parents of children with ASD (two groups; N = 14), as well as siblings without ASD ages 13 to 17 (one group; N = 7) and ages 18 to 21 (one group; N = 9). Results included parent and sibling perceptions related to positive features, benefits, and potential challenges of the intervention, as well as suggestions to improve the intervention. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 21541647 |
| DOI: | 10.1177/21541647261460697 |
