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Engaging Parents in the Development and Testing of a Website to Support Social-Communication and Play Development for Preschoolers with Autism Spectrum Disorder

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Title: Engaging Parents in the Development and Testing of a Website to Support Social-Communication and Play Development for Preschoolers with Autism Spectrum Disorder
Language: English
Authors: Amsbary, Jessica (ORCID 0000-0003-2264-2365), Lin, Mei-Ling, Savage, Melissa N., Fanning, Leslie, Reszka, Stephanie, Watson, Linda R., Boyd, Brian
Source: Journal of Special Education Technology. Dec 2022 37(4):523-535.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2022
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A170151
R324A110256
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Preschool Children, Parent Participation, Web Sites, Interpersonal Communication, Interpersonal Competence, Play, Autism Spectrum Disorders, Preschool Education, Parent Attitudes, Cooperative Planning, Program Effectiveness
DOI: 10.1177/01626434211055865
ISSN: 0162-6434
2381-3121
Abstract: Preschoolers with autism spectrum disorder (ASD) present with social-communication and play challenges and would benefit from interventions targeting these skills. One way to ensure this is by engaging parents in technological supports to learn about an intervention and increase home-school collaboration. Thus, a website could potentially address both needs. This study describes the initial developmental processes of one such website. Specifically, we describe how engaging parents as stakeholders in the website development enhanced its future usability and feasibility. Data were collected through focus groups, interviews, and surveys to obtain parent feedback about website usability and applicability and about the intervention. Survey data were descriptively analyzed. Focus group and interview data were analyzed using systematic qualitative analysis. Parents perceived the website to be useful in helping them target social-communication and play with their preschoolers with ASD and highlighted specific aspects of the website and intervention they perceived as effective. Child outcomes and parent fidelity to the intervention supported these perceived developmental gains. Findings suggest that engaging parents in developmental processes may help ensure usability and applicability of resources and interventions. Furthermore, findings support the use of technology to help parents learn to use an intervention with their preschoolers with ASD. Implications for research and practice are discussed.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2022
Accession Number: EJ1351424
Database: ERIC
FullText Text:
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  Data: Engaging Parents in the Development and Testing of a Website to Support Social-Communication and Play Development for Preschoolers with Autism Spectrum Disorder
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Amsbary%2C+Jessica%22">Amsbary, Jessica</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2264-2365">0000-0003-2264-2365</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lin%2C+Mei-Ling%22">Lin, Mei-Ling</searchLink><br /><searchLink fieldCode="AR" term="%22Savage%2C+Melissa+N%2E%22">Savage, Melissa N.</searchLink><br /><searchLink fieldCode="AR" term="%22Fanning%2C+Leslie%22">Fanning, Leslie</searchLink><br /><searchLink fieldCode="AR" term="%22Reszka%2C+Stephanie%22">Reszka, Stephanie</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>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education+Technology%22"><i>Journal of Special Education Technology</i></searchLink>. Dec 2022 37(4):523-535.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Label: Peer Reviewed
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  Data: Y
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  Data: 13
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  Data: 2022
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  Data: Institute of Education Sciences (ED)
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  Data: R324A170151<br />R324A110256
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Web+Sites%22">Web Sites</searchLink><br /><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="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Planning%22">Cooperative Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/01626434211055865
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0162-6434<br />2381-3121
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Preschoolers with autism spectrum disorder (ASD) present with social-communication and play challenges and would benefit from interventions targeting these skills. One way to ensure this is by engaging parents in technological supports to learn about an intervention and increase home-school collaboration. Thus, a website could potentially address both needs. This study describes the initial developmental processes of one such website. Specifically, we describe how engaging parents as stakeholders in the website development enhanced its future usability and feasibility. Data were collected through focus groups, interviews, and surveys to obtain parent feedback about website usability and applicability and about the intervention. Survey data were descriptively analyzed. Focus group and interview data were analyzed using systematic qualitative analysis. Parents perceived the website to be useful in helping them target social-communication and play with their preschoolers with ASD and highlighted specific aspects of the website and intervention they perceived as effective. Child outcomes and parent fidelity to the intervention supported these perceived developmental gains. Findings suggest that engaging parents in developmental processes may help ensure usability and applicability of resources and interventions. Furthermore, findings support the use of technology to help parents learn to use an intervention with their preschoolers with ASD. Implications for research and practice are discussed.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
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  Label: Accession Number
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  Data: EJ1351424
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        Value: 10.1177/01626434211055865
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 523
    Subjects:
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Parent Participation
        Type: general
      – SubjectFull: Web Sites
        Type: general
      – SubjectFull: Interpersonal Communication
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      – SubjectFull: Play
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      – SubjectFull: Autism Spectrum Disorders
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      – SubjectFull: Preschool Education
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      – SubjectFull: Parent Attitudes
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      – SubjectFull: Cooperative Planning
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      – SubjectFull: Program Effectiveness
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      – TitleFull: Engaging Parents in the Development and Testing of a Website to Support Social-Communication and Play Development for Preschoolers with Autism Spectrum Disorder
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            NameFull: Lin, Mei-Ling
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              Value: 2381-3121
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