"Going Mobile"-increasing the reach of parent-mediated intervention for toddlers with ASD via group-based and virtual delivery.
Saved in:
| Title: | "Going Mobile"-increasing the reach of parent-mediated intervention for toddlers with ASD via group-based and virtual delivery. |
|---|---|
| Authors: | Brian, Jessica, 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 & Developmental Disorders. Dec2022, Vol. 52 Issue 12, p5207-5220. 14p. 3 Charts, 1 Graph. |
| Subjects: | Treatment of autism, Health services accessibility, Communicative competence, Blind experiment, Clinical trials, Parenting, Treatment effectiveness, Early intervention (Education), Telemedicine, Pre-tests & post-tests, Research methodology, Sociodemographic factors, Parents of children with disabilities, Group process, Psychosocial factors, Evaluation, Children |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature 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: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| 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. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 01623257 |
| DOI: | 10.1007/s10803-022-05554-7 |
