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Direct linkLee, Chung eun; Burke, Meghan M.; DaWalt, Leann Smith; Li, Chak; Taylor, Julie Lounds – Autism: The International Journal of Research and Practice, 2022
Youth with autism spectrum disorder (ASD) face challenges accessing needed services as they transition to adulthood. Correlates of service access identified in the literature--such as family resources, race/ethnicity, or youth functioning--can be difficult to change and may not be feasible targets for intervention. This study focused on a…
Descriptors: Parent Role, Advocacy, Autism, Pervasive Developmental Disorders
Lindly, Olivia J.; Cabral, Jacqueline; Mohammed, Ruqayah; Garber, Ivonne; Mistry, Kamila B.; Kuhlthau, Karen A. – Journal of Autism and Developmental Disorders, 2022
Little is known about how parent health literacy contributes to health-related outcomes for children with autism. This mixed-methods study included 82 U.S. parents of a child with autism 2-5 years-old and sought to describe (1) health literacy dimensions, (2) how health literacy influences services use, and (3) health literacy improvement…
Descriptors: Knowledge Level, Parents, Young Children, Autism
Wattanawongwan, Sanikan; Ganz, J. B.; Pierson, Lauren M.; Yllades, Valeria; Liao, Ching-Yi; Ura, Sarah K. – Journal of Special Education Technology, 2022
Individuals with autism spectrum disorder (ASD) have deficits in social and communication skills that can cause problems such as difficulty interacting with others and challenging behaviors. Research has demonstrated the effectiveness of parents as intervention implementers to improve children's communication skills. We evaluated the effects of a…
Descriptors: Autism, Pervasive Developmental Disorders, Interpersonal Communication, Telecommunications
Download full textMelanie Pellecchia; David S. Mandell; Rinad S. Beidas; Carl J. Dunst; Liza Tomczuk; Jeannette Newman; Lisa Zeigler; Aubyn C. Stahmer – Grantee Submission, 2022
Coaching caregivers of young children on the autism spectrum is a critical component of parent-mediated interventions. Little information is available about how providers implement parent coaching for children on the autism spectrum in publicly funded early intervention systems. This study evaluated providers' use of parent coaching in an early…
Descriptors: Autism, Pervasive Developmental Disorders, Parent Role, Coaching (Performance)
Edmunds, Sarah R.; Frost, Kyle M.; Sheldrick, R. Chris; Bravo, Alice; Straiton, Diondra; Pickard, Katherine; Grim, Valerie; Drahota, Amy; Kuhn, Jocelyn; Azad, Gazi; Pomales Ramos, Anamiguel; Ingersoll, Brooke; Wainer, Allison; Ibanez, Lisa V.; Stone, Wendy L.; Carter, Alice; Broder-Fingert, Sarabeth – Autism: The International Journal of Research and Practice, 2022
Defining the central components of an intervention is critical for balancing fidelity with flexible implementation in both research settings and community practice. Implementation scientists distinguish an intervention's essential components (thought to cause clinical change) and adaptable periphery (recommended, but not necessary). While…
Descriptors: Intervention, Autism, Pervasive Developmental Disorders, Fidelity
Wattanawongwan, Sanikan; Ganz, J. B.; Pierson, Lauren; Yllades, Valeria; Liao, Ching-Yi; Ura, Sarah K. – Journal of Special Education Technology, 2022
Telepractice coaching may be a viable alternative technology tool to deliver services to parents of children with autism spectrum disorder. Using a multiple probe design across participants, we examined the effectiveness of telepractice parent coaching in a communication intervention on parents' implementation of strategies to improve their…
Descriptors: Autism, Pervasive Developmental Disorders, Interpersonal Communication, Telecommunications
Rausch, John L.; Pascoe, Alicia – Journal of Ethnographic & Qualitative Research, 2021
Mothers' views of their experiences with their child with high functioning autism (HFA) have not been thoroughly investigated in previous research. Thirty mothers of children with high functioning autism participated in a semi-structured interview in the present qualitative study. The collected data were generally coded into five broad categories:…
Descriptors: Mothers, Parent Attitudes, Autism, Pervasive Developmental Disorders
Pi, Hong Ji; Kallapiran, Kannan; Munivenkatappa, Shashidhara; Kandasamy, Preeti; Kirubakaran, Richard; Russell, Paul; Eapen, Valsamma – Journal of Autism and Developmental Disorders, 2022
Technology-assisted parent-mediated interventions improve accessibility and are acceptable but not proven to be effective. We conducted a systematic search of 6 databases. We included and analysed results from studies on social and communication outcomes. Sixteen Randomised-Controlled-Trials (RCTs) with 748 participants were included. Most studies…
Descriptors: Intervention, Autism, Pervasive Developmental Disorders, Children
Hampton, Lauren H.; Stern, Yael S.; Fipp-Rosenfield, Hannah; Bearss, Karen; Roberts, Megan Y. – Journal of Speech, Language, and Hearing Research, 2022
Purpose: Parents of children on the autism spectrum enrolled in early intervention often receive coaching to address both social communication and disruptive behavior, which are the two most frequently reported concerns by parents. Intervention techniques for both are often recommended to be implemented across daily routines and require the…
Descriptors: Autism, Pervasive Developmental Disorders, Positive Behavior Supports, Parent Role
Widman, Cheryl J.; Lopez-Reyna, Norma A. – Journal of Autism and Developmental Disorders, 2020
In order to survey extant literature examining support specifically for postsecondary students with Autism Spectrum Disorder (ASD), a systematic review of the literature was conducted through a synthesis of an established protocol of quality indicators for special education research and the methodology for PRISMA (Preferred Reporting Items for…
Descriptors: Autism, Pervasive Developmental Disorders, College Students, Special Education
Zhu, Randy; Hardy, Dianna; Myers, Trina – Journal of Autism and Developmental Disorders, 2022
Adolescents with ASD face challenges in forming positive friendships due to their ASD condition. This study developed a social networking platform based on the needs of a small group of ASD adolescents and their parents/carers and examined what potential benefits such a system could provide. We conducted seven co-design workshops with six…
Descriptors: Adolescents, Autism, Pervasive Developmental Disorders, Design
Trudel, Lydia; Lanovaz, Marc J.; Préfontaine, Isabelle – Journal of Autism and Developmental Disorders, 2021
Although behavioral interventions have been known to effectively reduce stereotypy in children with ASD, these types of interventions are not accessible to all families. In response to this issue, we evaluated the effects of the iSTIM, an iOS application designed to support parents in the reduction of stereotypy in their child with ASD. We used a…
Descriptors: Telecommunications, Handheld Devices, Behavior Problems, Autism
Benallie, Kandice J.; McClain, Maryellen Brunson; Harris, Bryn; Schwartz, Sarah E. – Journal of Autism and Developmental Disorders, 2020
Parents play a critical role in the early identification of ASD because of their experiential knowledge and frequent observations of their children. Being knowledgeable about ASD may help parents recognize early signs and symptoms, know to which professionals to express their concerns, and better navigate systems of care. An appropriate measure of…
Descriptors: Autism, Pervasive Developmental Disorders, Measures (Individuals), Identification
Russell, Kaylin M.; Ingersoll, Brooke – Autism: The International Journal of Research and Practice, 2021
Parental self-efficacy, parents' beliefs in their ability to successfully parent their child, plays an important role in family outcomes when a child has autism spectrum disorder. It is important to consider therapeutic self-efficacy, one's feelings of self-efficacy regarding their implementation of an intervention, within parent-mediated…
Descriptors: Parent Attitudes, Self Efficacy, Young Children, Autism
Spencer, Vicky G.; Ello, Meghan – Journal of the American Academy of Special Education Professionals, 2021
Being able to independently and correctly complete a toileting routine is an important developmental milestone for all children, but for children with Autism Spectrum Disorder (ASD), it may be an extremely difficult skill to acquire (Keen et al., 2007). The focus of this review was to examine the effectiveness of the current research on three…
Descriptors: Autism, Pervasive Developmental Disorders, Toilet Training, Intervention
