Parent‐implemented Script Fading to Promote Play‐based Verbal Initiations in Children With Autism

Abstract

We trained 3 mothers of children with autism to create, implement, and systematically fade scripts to promote vocal initiations during play. All 3 children's scripted and unscripted initiations increased after the introduction and fading of scripts, and unscripted initiations were maintained at the 2-week follow-up. The results indicate that parents of children with autism can successfully implement script-fading procedures in their homes and that these procedures are effective methods to increase vocal initiations during play.

Parent Training in Autism Spectrum Disorder: What’s in a Name?

“…The terms: “parent training” and “autism” identify articles where authors use labels such as “ parent training ” (Aman et al, 2009; Bearss et al, 2013b; Beaudoin, Sebire & Couture, 2014; Coolican, Smith, & Bryson, 2010; Drew et al, 2002; Ingersoll & Dvortcsak, 2006; Matson, Mahan, & Matson, 2009; Oosterling et al, 2010; Solomon, Necheles, Ferch, & Bruckman, 2007), “ parent education ” (Schultz, Schmidt & Stichter, 2011; Stahmer & Gist, 2001; Steiner, et al, 2012; Symon, 2001), “ parent-implemented ” (Ingersoll & Gergans, 2007; McConachie & Diggle, 2007; Nunes & Hanline, 2007; Reagon & Higbee, 2009; Tarbox, Schiff, & Najdowski, 2010), “ parent-mediated ” (Diggle, McConachie, & Randle, 2003; Green et al, 2020; Ingersoll & Wainer, 2013; Oono, Honey, & McConahie, 2013; Schertz & Odom, 2007; Siller, Hutman, & Sigman, 2013), and “ caregiver-mediated” (Kasari et al, 2010; Kasari et al, 2014). These programs represent a stunning range of intervention formats and treatment targets, including language skills, social skills, psychoeducation, and treatment of disruptive behaviors.…”

Effectiveness of Video Modeling Provided by Mothers in Teaching Play Skills to Children with Autism

“…Previous studies show that parents are able to teach many skills to their children, including self-help skills (Cavkaytar & Pollard, 2009;Ozcan & Cavkaytar, 2009), communication skills (Charlop-Christy & Carpenter, 2000;Park, Alber-Morgan, & Canella-Malone, 2011), imitation skills (Cardon, 2012;Ingersoll & Gergans, 2007), social skills (Olçay-Gül 2012), and joint attention skills (Rocha, Schreibman, & Stahmer, 2007;Schertz & Odom, 2007). Studies also show that parents are able to learn methods based on applied behavior analysis, including discrete trial teaching (Lafasakis & Sturmey, 2007), pivotal response training (Koegel, Symon, & Koegel, 2002), incidental teaching (Charlop-Christy & Carpenter, 2000), PECS (Park et al, 2011), activity schedules (Krantz, MacDuff, & McClannahan, 1993), script fading (Reagon & Higbee, 2009), and social stories (Olçay-Gül 2012). Various studies show that children whose both parents participate in parent training programs and who trained by these parents are able to acquire and maintain target skills and generalize their skills to different settings, persons, and objects (Ingersoll & Gergans, 2007;Park et al, 2011;Olçay-Gül, 2012).…”

Stimulation of Executive Functions as Part of the Language Intervention Process in Children with Autism Spectrum Disorder

“…However, previous studies that have tried to identify associations between central coherence and social and linguistic abilities have found weak and inconsistent results [38]. The systematic follow-up by the SLPs in the present study may have helped the parents cope with the several demands involved in their child’s communication development [33]. Intervention processes with parents and caretakers can include observational learning, didactic workshops, and both passive and active coaching.…”

“…Exploring intervention alternatives with children with ASD that include parents, caretakers, and/or other familiar adults has been shown to be an effective method to improve the quality of the language and social interaction abilities [28, 33]. The positive differences identified in the areas of occupation of communicative space and proportion of interactivity suggest that further research to examine the hypothesis of an association between the SEF abilities and language development of children with ASD may be warranted.…”

“…Comparing the results of the functional communicative profile (FCP) and the social-cognitive performance (SCP), these researchers observed that the therapies with participation of the mothers produced the best results. Reagon and Higbee [33] studied daily language intervention with 3 children, aged 2, 3, and 6 years, conducted by their mothers during 2 weeks and reported better results when including the caretakers and the familiar environment in the intervention process. Fernandes et al [34] also reported positive results after a short period of group mentoring sessions with 26 mothers and their children with ASD aged between 5 and 11 years where the focus was placed on their experience with the children and not on the child’s symptoms.…”