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'Going Mobile'-Increasing the Reach of Parent-Mediated Intervention for Toddlers with ASD via Group-Based and Virtual Delivery

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Bibliographic Details
Title: 'Going Mobile'-Increasing the Reach of Parent-Mediated Intervention for Toddlers with ASD via Group-Based and Virtual Delivery
Language: English
Authors: Brian, Jessica (ORCID 0000-0001-8181-4353), Solish, Abbie, Dowds, Erin, Roth, Ian, Bernardi, Kate, Perry, Kate, Daoud, Sara, Jilderda, Sanne, MacWilliam, Stacey, Smith, Isabel M., Zwaigenbaum, Lonnie, Bryson, Susan
Source: Journal of Autism and Developmental Disorders. Dec 2022 52(12):5207-5220.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Early Intervention, Autism Spectrum Disorders, Barriers, Toddlers, Parent Participation, Group Instruction, Electronic Learning
DOI: 10.1007/s10803-022-05554-7
ISSN: 0162-3257
1573-3432
Abstract: Evidence supports early intervention for toddlers with ASD, but barriers to access remain, including system costs, workforce constraints, and a range of family socio-demographic factors. An urgent need exists for innovative models that maximize resource efficiency and promote widespread timely access. We examined uptake and outcomes from 82 families participating in a parent-mediated intervention comprising group-based learning and individual coaching, delivered either in-person (n = 45) or virtually (n = 37). Parents from diverse linguistic, ethnic, and educational backgrounds gained intervention skills and toddlers evidenced significant social-communication gains. Few differences emerged across socio-demographic factors or delivery conditions. Findings highlight the feasibility, acceptability, and promise of group-based learning when combined with individual coaching, with added potential to increase program reach via virtual delivery.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1354411
Database: ERIC
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Description
Abstract:Evidence supports early intervention for toddlers with ASD, but barriers to access remain, including system costs, workforce constraints, and a range of family socio-demographic factors. An urgent need exists for innovative models that maximize resource efficiency and promote widespread timely access. We examined uptake and outcomes from 82 families participating in a parent-mediated intervention comprising group-based learning and individual coaching, delivered either in-person (n = 45) or virtually (n = 37). Parents from diverse linguistic, ethnic, and educational backgrounds gained intervention skills and toddlers evidenced significant social-communication gains. Few differences emerged across socio-demographic factors or delivery conditions. Findings highlight the feasibility, acceptability, and promise of group-based learning when combined with individual coaching, with added potential to increase program reach via virtual delivery.
ISSN:0162-3257
1573-3432
DOI:10.1007/s10803-022-05554-7