Efficacy Study of a Social Communication and Self-Regulation Intervention for School-Age Children with Autism Spectrum Disorder: A Randomized Controlled Trial
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| Title: | Efficacy Study of a Social Communication and Self-Regulation Intervention for School-Age Children with Autism Spectrum Disorder: A Randomized Controlled Trial |
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| Language: | English |
| Authors: | Nowell, Sallie W., Watson, Linda R., Boyd, Brian, Klinger, Laura G. |
| Source: | Language, Speech, and Hearing Services in Schools. Jul 2019 50(3):416-433. |
| Availability: | American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2019 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A100305 R324B160038 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 1 Primary Education Grade 2 |
| Descriptors: | Interpersonal Communication, Interpersonal Competence, Self Control, Metacognition, Intervention, Social Development, Grade 1, Grade 2, Elementary School Students, Clinical Diagnosis, Autism, Pervasive Developmental Disorders, Comparative Analysis, Instructional Effectiveness, Parent Attitudes, Generalization, Parent Child Relationship, Measures (Individuals), Group Activities, Program Effectiveness |
| Geographic Terms: | North Carolina |
| DOI: | 10.1044/2019_LSHSS-18-0093 |
| ISSN: | 0161-1461 |
| Abstract: | Purpose: This study aimed to examine the initial efficacy of a parent-assisted blended intervention combining components of Structured TEACCHing and Social Thinking, designed to increase social communication and self-regulation concept knowledge in 1st and 2nd graders (n = 17) diagnosed with autism spectrum disorder (ASD) and their parents. Method: A randomized delayed treatment control group design with pre- and post-intervention assessments of both parents and children was implemented within a community practice setting. Two follow-up assessments at 3 and 6 months post-intervention were also completed. Results: Overall, results indicate that the intervention is efficacious in teaching social communication and self-regulation concept knowledge to children with ASD and their parents. Both parents and children demonstrated an increase in social communication and self-regulation knowledge after participating in the Growing, Learning, and Living With Autism Group as compared to a delayed treatment control group. The effects of the intervention did not extend to parent-child interactions coded from video recordings. Child treatment effects were maintained at the 3- and 6-month follow-up assessments. Conclusions: Preliminary efficacy of the Growing, Learning, and Living With Autism Group was established. Based on parent report at the conclusion of the intervention, this is a socially valid intervention for teaching social communication and self-regulation skills to school-age children with ASD. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2019 |
| Accession Number: | EJ1222622 |
| Database: | ERIC |
| Abstract: | Purpose: This study aimed to examine the initial efficacy of a parent-assisted blended intervention combining components of Structured TEACCHing and Social Thinking, designed to increase social communication and self-regulation concept knowledge in 1st and 2nd graders (n = 17) diagnosed with autism spectrum disorder (ASD) and their parents. Method: A randomized delayed treatment control group design with pre- and post-intervention assessments of both parents and children was implemented within a community practice setting. Two follow-up assessments at 3 and 6 months post-intervention were also completed. Results: Overall, results indicate that the intervention is efficacious in teaching social communication and self-regulation concept knowledge to children with ASD and their parents. Both parents and children demonstrated an increase in social communication and self-regulation knowledge after participating in the Growing, Learning, and Living With Autism Group as compared to a delayed treatment control group. The effects of the intervention did not extend to parent-child interactions coded from video recordings. Child treatment effects were maintained at the 3- and 6-month follow-up assessments. Conclusions: Preliminary efficacy of the Growing, Learning, and Living With Autism Group was established. Based on parent report at the conclusion of the intervention, this is a socially valid intervention for teaching social communication and self-regulation skills to school-age children with ASD. |
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| ISSN: | 0161-1461 |
| DOI: | 10.1044/2019_LSHSS-18-0093 |
