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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
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
FullText Links:
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Nowell%2C+Sallie+W%2E%22">Nowell, Sallie W.</searchLink><br /><searchLink fieldCode="AR" term="%22Watson%2C+Linda+R%2E%22">Watson, Linda R.</searchLink><br /><searchLink fieldCode="AR" term="%22Boyd%2C+Brian%22">Boyd, Brian</searchLink><br /><searchLink fieldCode="AR" term="%22Klinger%2C+Laura+G%2E%22">Klinger, Laura G.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language%2C+Speech%2C+and+Hearing+Services+in+Schools%22"><i>Language, Speech, and Hearing Services in Schools</i></searchLink>. Jul 2019 50(3):416-433.
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  Data: 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
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  Data: 18
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  Data: 2019
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Control%22">Self Control</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+Diagnosis%22">Clinical Diagnosis</searchLink><br /><searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Pervasive+Developmental+Disorders%22">Pervasive Developmental Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Generalization%22">Generalization</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Activities%22">Group Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Label: DOI
  Group: ID
  Data: 10.1044/2019_LSHSS-18-0093
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0161-1461
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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        Value: 10.1044/2019_LSHSS-18-0093
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 416
    Subjects:
      – SubjectFull: Interpersonal Communication
        Type: general
      – SubjectFull: Interpersonal Competence
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      – SubjectFull: Self Control
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      – SubjectFull: Metacognition
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      – SubjectFull: Intervention
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      – SubjectFull: Social Development
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      – SubjectFull: Grade 1
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      – SubjectFull: Grade 2
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Clinical Diagnosis
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      – SubjectFull: Autism
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      – SubjectFull: North Carolina
        Type: general
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      – TitleFull: 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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