The effectiveness of early parental coaching in the autism spectrum disorder

Malucelli, Edilici R.S.; Antoniuk, Sérgio Antônio; Carvalho, Nicole Oliveira

doi:10.1016/j.jped.2020.09.004

Cited by 13 publications

(25 citation statements)

References 17 publications

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“…Melakukan intervensi sejak dini pada perilaku berlebihan dan defisit yang terkait dengan autisme dapat mengurangi tingkat gangguan anak dalam keterampilan adaptif, pendidikan, dan perilaku (Kodak & Bergmann, 2020). Hal ini dikarenakan intervensi awal pada tahuntahun pertama kehidupan merupakan yang paling tepat karena plastisitas otak yang terjadi pada tahap ini memungkinkan pembentukan dan reorganisasi jaringan saraf sebagai respons terhadap rangsangan lingkungan (Malucelli et al, 2020) Selain deteksi dan penanganan dini, intervensi orang tua secara langsung pada anak dengan autisme sangat diperlukan. Intervensi orang tua yang dimaksud dalam penelitian ini adalah intervensi yang dilakukan pada anak dengan autisme dengan melibatkan orang tua.…”

Section: Pendahuluanunclassified

“…Penelitian ilmiah, teori, dan praktik klinis menunjukkan pentingnya dan efektivitas intervensi yang melibatkan orang tua, dengan tujuan meningkatkan perkembangan anak dengan keterlambatan perkembangan (Malucelli et al, 2020). Peran orang tua menjadi fondasi dasar terciptanya intervensi yang sukses pada anak berkebutuhan khusus secara umum, beberapa penelitian di Indonesia telah membuktikan hal ini (Aryani & Fauziah, 2020;Irma et al, 2019;Septiana & Widiastuti, 2019;Tantiani, 2020).…”

Section: Pendahuluanunclassified

“…Selain itu, terdapat pula Intervensi Playdate (Raulston et al, 2020) yang menitikberatkan pada kemampuan sosialisasi dan komunikasi anak terhadap teman sebayanya dimana orang tua berperan sebagai fasilitator. Kemudian, salah satu yang intervensi banyak digunakan dan diteliti adalah Early Start Denver Model (ESDM) (Malucelli et al, 2020;S. J. Rogers et al, 2014;Sally J. Rogers et al, 2012) yaitu sebuah intervensi berbasis perkembangan dan hubungan yang divalidasi oleh ilmu perkembangan anak dan ilmu terapan analisis perilaku.…”

Section: Pendahuluanunclassified

“…Artikel yang termasuk dalam pembahasan adalah: (1) Intervensi dilakukan pada anak berkebutuhan khusus yang spesifik pada anak dengan autisme, dan (2) Intervensi harus melibatkan orang tua (ayah dan/atau ibu) atau pengasuh utama sebagai salah satu partisipan dari intervensi selain anak. Dari 11 artikel, terdapat 1 artikel dengan partisipan orang tua saja (Malucelli et al, 2020) dan 10 artikel dengan partisipan orang tua dan anak dengan autisme (Bradshaw et al, 2017;Green et al, 2010;Malucelli et al, 2020;Pickles et al, 2016;Rahman et al, 2016;Raulston et al, 2020;S. J. Rogers et al, 2014;Sadeghi et al, 2019;Shiri et al, 2020;Siller et al, 2013).…”

Section: Metodologiunclassified

“…J. Rogers et al, 2014;Sadeghi et al, 2019;Shiri et al, 2020;Siller et al, 2013). Usia Dini, 6(2) 2022 | 923 Sebelas artikel tersaring dan masuk ke dalam pembahasan memiliki metode penelitian yang bermacam-macam seperti studi eksperimental yang melihat perbedaan antara dua grup yaitu controlled group dan experimental group (Bradshaw et al, 2017;Green et al, 2010;Rahman et al, 2016), studi pre-post-test (Malucelli et al, 2020;Pickles et al, 2016;Sally J. Rogers et al, 2012;Sadeghi et al, 2019); studi pilot (S. J. Rogers et al, 2014), uji klinis acak (Siller et al, 2013), dan studi single-case (Raulston et al, 2020).…”

Section: Metodologiunclassified

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Intervensi Orang Tua pada Anak dengan Autism Spectrum Disorder (ASD): Kajian Literatur Sistematis

Novianti

Ayuningtyas

Kurniawati

2021

J. Obs. J. Pendidik. Anak Usia Dini

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Program intervensi pada anak dengan autisme yang melibatkan orang tua secara langsung sangatlah penting karena orang tua adalah lingkungan terdekat yang paling banyak menghabiskan waktunya bersama anak. Sayangnya belum banyak program intervensi autisme di Indonesia yang melibatkan orang tua secara langsung. Penelitian ini merupakan sebuah kajian literatur sistematis yang bertujuan untuk mengidentifikasi contoh program intervensi autisme yang dilakukan di negara lain dengan melibatkan orang tua. Hasil penelitian menunjukkan terdapat 7 intervensi orang tua pada anak dengan autisme. Terdapat dua prinsip penting dalam penanganan anak dengan autisme yaitu keterlibatan orang tua dan penanganan sejak dini. Berdasarkan metodenya, intervensi-intervensi ini dapat dibagi menjadi: (a) Intervensi yang berupa edukasi kepada orang tua berupa training atau coaching; (b) Intervensi yang secara langsung melibatkan orang tua sebagai mediator atau facilitator; atau (c) Hybrid antara keduanya. Berdasarkan sasarannya, intervensi-intervensi ini dapat dibagi menjadi: (a) Kemampuan komunikasi anak; (b) Kemampuan sosialisasi anak; atau (c) Terapi perilaku anak

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Section: Pendahuluanunclassified

Section: Metodologiunclassified

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Intervensi Orang Tua pada Anak dengan Autism Spectrum Disorder (ASD): Kajian Literatur Sistematis

Novianti

Ayuningtyas

Kurniawati

2021

J. Obs. J. Pendidik. Anak Usia Dini

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Oral language interventions can improve language outcomes in children with neurodevelopmental disorders: A systematic review and meta‐analysis

Donolato,

Toffalini,

Rogde

et al. 2023

Campbell Systematic Reviews

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BackgroundYoung people who fail to develop language as expected face significant challenges in all aspects of life. Unfortunately, language disorders are common, either as a distinct condition (e.g., Developmental Language Disorder) or as a part of another neurodevelopmental condition (e.g., autism). Finding ways to attenuate language problems through intervention has the potential to yield great benefits not only for the individual but also for society as a whole.ObjectivesThis meta‐analytic review examined the effect of oral language interventions for children with neurodevelopmental disorders.Search MethodsThe last electronic search was conducted in April 2022.Selection CriteriaIntervention studies had to target language skills for children from 2 to 18 years of age with Developmental Language Disorder, autism, intellectual disability, Down syndrome, Fragile X syndrome, and Williams syndrome in randomised controlled trials or quasi‐experimental designs. Control groups had to include business‐as‐usual, waiting list, passive or active conditions. However, we excluded studies in which the active control group received a different type, delivery, or dosage of another language intervention. Eligible interventions implemented explicit and structured activities (i.e., explicit instruction of vocabulary, narrative structure or grammatical rules) and/or implicit and broad activities (i.e., shared book reading, general language stimulation). The intervention studies had to assess language skills in receptive and/or expressive modalities.Data Collection and AnalysisThe search provided 8195 records after deduplication. Records were screened by title and abstract, leading to full‐text examinations of 448 records. We performed Correlated and Hierarchical Effects models and ran a retrospective power analysis via simulation. Publication bias was assessed via p‐curve and precision‐effect estimate.Main ResultsWe examined 38 studies, with 46 group comparisons and 108 effects comparing pre‐/post‐tests and eight studies, with 12 group comparisons and 21 effects at follow‐up. The results showed a mean effect size of d = 0.27 at the post‐test and d = 0.18 at follow‐up. However, there was evidence of publication bias and overestimation of the mean effects. Effects from the meta‐analysis were significantly related to these elements: (1) receptive vocabulary and omnibus receptive measures showed smaller effect sizes relative to expressive vocabulary, grammar, expressive and receptive discourse, and omnibus expressive tests; and (2) the length of the intervention, where longer sessions conducted over a longer period of time were more beneficial than brief sessions and short‐term interventions. Neither moderators concerning participants’ characteristics (children's diagnosis, diagnostic status, age, sex, and non‐verbal cognitive ability and severity of language impairment), nor those regarding of the treatment components and implementation of the language interventions (intervention content, setting, delivery agent, session structure of the intervention or total number of sessions) reached significance. The same occurred to indicators of study quality. The risk of bias assessment showed that reporting quality for the studies examined in the review was poor.Authors’ ConclusionsIn sum, the current evidence base is promising but inconclusive. Pre‐registration and replication of more robust and adequately powered trials, which include a wider range of diagnostic conditions, together with more long‐term follow‐up comparisons, are needed to drive evidence‐based practice and policy.

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Cultural Considerations in Caregiver-Implemented Naturalistic Developmental Behavioral Interventions: A Scoping Review

Douglas,

Dada,

Tönsing

et al. 2024

Rev J Autism Dev Disord

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The effectiveness of early parental coaching in the autism spectrum disorder

Cited by 13 publications

References 17 publications

Intervensi Orang Tua pada Anak dengan Autism Spectrum Disorder (ASD): Kajian Literatur Sistematis

Intervensi Orang Tua pada Anak dengan Autism Spectrum Disorder (ASD): Kajian Literatur Sistematis

Oral language interventions can improve language outcomes in children with neurodevelopmental disorders: A systematic review and meta‐analysis

Cultural Considerations in Caregiver-Implemented Naturalistic Developmental Behavioral Interventions: A Scoping Review

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