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Parent couples' participation in speech-language therapy for school-age children with autism spectrum disorder in the United States / Michelle FLIPPIN in Autism, 24-2 (February 2020)
[article]
Titre : Parent couples' participation in speech-language therapy for school-age children with autism spectrum disorder in the United States Type de document : Texte imprimé et/ou numérique Auteurs : Michelle FLIPPIN, Auteur ; Debbie L. HAHS-VAUGHN, Auteur Article en page(s) : p.321-337 Langues : Anglais (eng) Mots-clés : autism spectrum disorder communication fathers intervention parents speech-language therapy Index. décimale : PER Périodiques Résumé : This study examined parent couples' participation in and satisfaction with speech-language therapy for school-age children with autism spectrum disorder in the United States. Responses from 40 father-mother couples (n = 80 parents) were examined across therapy components (i.e. parent-therapist communication, assessment, planning, and intervention). Descriptive frequencies, chi-square tests, intraclass correlations, and dyadic multilevel modeling were used to examine participation across fathers and mothers and within parent couples. Compared to mothers, fathers communicated less with therapists and participated less in assessment and planning. Fathers also had lower satisfaction than mothers with parent-therapist communication and planning. Although few parents participated in school-based therapy sessions, 40% of fathers and 50% of mothers participated in homework. However, few parents received homework support from therapists. Results are discussed in terms of clinical implications for interventionists to more effectively engage both fathers and mothers in family-centered speech-language therapy for school-aged children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319862113 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415
in Autism > 24-2 (February 2020) . - p.321-337[article] Parent couples' participation in speech-language therapy for school-age children with autism spectrum disorder in the United States [Texte imprimé et/ou numérique] / Michelle FLIPPIN, Auteur ; Debbie L. HAHS-VAUGHN, Auteur . - p.321-337.
Langues : Anglais (eng)
in Autism > 24-2 (February 2020) . - p.321-337
Mots-clés : autism spectrum disorder communication fathers intervention parents speech-language therapy Index. décimale : PER Périodiques Résumé : This study examined parent couples' participation in and satisfaction with speech-language therapy for school-age children with autism spectrum disorder in the United States. Responses from 40 father-mother couples (n = 80 parents) were examined across therapy components (i.e. parent-therapist communication, assessment, planning, and intervention). Descriptive frequencies, chi-square tests, intraclass correlations, and dyadic multilevel modeling were used to examine participation across fathers and mothers and within parent couples. Compared to mothers, fathers communicated less with therapists and participated less in assessment and planning. Fathers also had lower satisfaction than mothers with parent-therapist communication and planning. Although few parents participated in school-based therapy sessions, 40% of fathers and 50% of mothers participated in homework. However, few parents received homework support from therapists. Results are discussed in terms of clinical implications for interventionists to more effectively engage both fathers and mothers in family-centered speech-language therapy for school-aged children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319862113 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415 Editorial: Early intervention in response to language delays – is there a danger of putting too many eggs in the wrong basket? / Courtenay F. NORBURY in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)
[article]
Titre : Editorial: Early intervention in response to language delays – is there a danger of putting too many eggs in the wrong basket? Type de document : Texte imprimé et/ou numérique Auteurs : Courtenay F. NORBURY, Auteur Article en page(s) : p.835-836 Langues : Anglais (eng) Mots-clés : Early intervention early language delays child development speech-language therapy language skills predictors Index. décimale : PER Périodiques Résumé : To most people it seems incontrovertible that when a child's development appears to be lagging, the earlier we intervene the better. This commonly held belief drives a considerable research effort to identify ‘biomarkers’ of disorder at ever younger ages, so that treatment can be made available to infants, before overt signs of disorder are apparent and difficulties become entrenched. Although much of this work has focused on early interventions for autism spectrum disorder, similar efforts have been directed at remediating early language delays. If we could reliably predict in infancy which children would have persistent language learning impairments, early intervention would of course have potentially wide ranging benefits. In fact, the promise of early intervention is such that in times of austerity, some speech-language therapy providers are prioritising services to the under-fives, with little or no direct intervention to school-aged children. And services to pupils in secondary school are almost non-existent, much to the frustration of parents and school staff who see the language demands of the curriculum and the social environment increasing exponentially during adolescence. This Editorial focuses on the evidence for early intervention for children presenting with language delays, in the context of articles published in this issue of JCPP that focus on early language development. En ligne : http://dx.doi.org/10.1111/jcpp.12446 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263
in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.835-836[article] Editorial: Early intervention in response to language delays – is there a danger of putting too many eggs in the wrong basket? [Texte imprimé et/ou numérique] / Courtenay F. NORBURY, Auteur . - p.835-836.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.835-836
Mots-clés : Early intervention early language delays child development speech-language therapy language skills predictors Index. décimale : PER Périodiques Résumé : To most people it seems incontrovertible that when a child's development appears to be lagging, the earlier we intervene the better. This commonly held belief drives a considerable research effort to identify ‘biomarkers’ of disorder at ever younger ages, so that treatment can be made available to infants, before overt signs of disorder are apparent and difficulties become entrenched. Although much of this work has focused on early interventions for autism spectrum disorder, similar efforts have been directed at remediating early language delays. If we could reliably predict in infancy which children would have persistent language learning impairments, early intervention would of course have potentially wide ranging benefits. In fact, the promise of early intervention is such that in times of austerity, some speech-language therapy providers are prioritising services to the under-fives, with little or no direct intervention to school-aged children. And services to pupils in secondary school are almost non-existent, much to the frustration of parents and school staff who see the language demands of the curriculum and the social environment increasing exponentially during adolescence. This Editorial focuses on the evidence for early intervention for children presenting with language delays, in the context of articles published in this issue of JCPP that focus on early language development. En ligne : http://dx.doi.org/10.1111/jcpp.12446 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263