Father communication coaching for children with autism spectrum disorder: A single-subject study / Michelle FLIPPIN in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Father communication coaching for children with autism spectrum disorder: A single-subject study Type de document : Texte imprimé et/ou numérique Auteurs : Michelle FLIPPIN, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  father  responsiveness  intervention  communication Index. décimale : PER Périodiques Résumé : Background and aimsParent-mediated interventions have been shown to be effective for improving communication skills for children with autism spectrum disorder when implemented by mothers. Little is known about the efficacy of autism spectrum disorder communication interventions implemented by fathers. This study investigated the effects of a 12-week coaching program on a father?s use of responsive strategies. Targeted responsive strategies included follow-in comments, follow-in directives, responsive physical play, and responsive object play. Collateral measures of changes to child communication skills and parental stress levels were also investigated.MethodsA single subject, multiple baselines across behaviors experiment was conducted with one dyad (i.e. father and child with autism spectrum disorder).ResultsResults showed that the participating father was able to quickly learn to use three of the four targeted responsive strategies (i.e. follow-in comments, follow-in directives, responsive physical play). Child?s use of single words increased over baseline level and beginning use of multi-word utterances was documented. Pre?post intervention changes in ratings of stress for the participating father and mother were noted across child and parent domains.Conclusions and implicationsFindings of this pilot study may have important implications for developing much-needed parent coaching programs to enhance fathers? use of responsive strategies and increase social communication skills for children with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941519877375 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409 [article] Father communication coaching for children with autism spectrum disorder: A single-subject study [Texte imprimé et/ou numérique] / Michelle FLIPPIN, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Mots-clés : Autism spectrum disorder  father  responsiveness  intervention  communication Index. décimale : PER Périodiques Résumé : Background and aimsParent-mediated interventions have been shown to be effective for improving communication skills for children with autism spectrum disorder when implemented by mothers. Little is known about the efficacy of autism spectrum disorder communication interventions implemented by fathers. This study investigated the effects of a 12-week coaching program on a father?s use of responsive strategies. Targeted responsive strategies included follow-in comments, follow-in directives, responsive physical play, and responsive object play. Collateral measures of changes to child communication skills and parental stress levels were also investigated.MethodsA single subject, multiple baselines across behaviors experiment was conducted with one dyad (i.e. father and child with autism spectrum disorder).ResultsResults showed that the participating father was able to quickly learn to use three of the four targeted responsive strategies (i.e. follow-in comments, follow-in directives, responsive physical play). Child?s use of single words increased over baseline level and beginning use of multi-word utterances was documented. Pre?post intervention changes in ratings of stress for the participating father and mother were noted across child and parent domains.Conclusions and implicationsFindings of this pilot study may have important implications for developing much-needed parent coaching programs to enhance fathers? use of responsive strategies and increase social communication skills for children with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941519877375 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409

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)  

Public ISBD [article]  inAutism > 24-2 (February 2020) . - p.321-337 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 [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

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