ERIC Number: EJ1170763
Record Type: Journal
Publication Date: 2018-Mar
Abstractor: As Provided
Mediating Parent Learning to Promote Social Communication for Toddlers with Autism: Effects from a Randomized Controlled Trial
Schertz, Hannah H.; Odom, Samuel L.; Baggett, Kathleen M.; Sideris, John H.
Journal of Autism and Developmental Disorders, v48 n3 p853-867 Mar 2018
A randomized controlled trial was conducted to evaluate effects of the Joint Attention Mediated Learning (JAML) intervention. Toddlers with autism spectrum disorders (ASD) aged 16-30 months (n = 144) were randomized to intervention and community control conditions. Parents, who participated in 32 weekly home-based sessions, followed a mediated learning process to target preverbal social communication outcomes (social visual synchrony, reciprocity, and responding and initiating forms of joint attention) throughout daily interactions. The analysis found post-intervention effects for all outcomes, with all except initiating joint attention sustaining 6 months post-intervention. Findings support the value of very early intervention targeting explicitly social functions of preverbal communication and of promoting active engagement in the learning process for both toddlers and parents.
Descriptors: Randomized Controlled Trials, Intervention, Early Intervention, Learning Processes, Toddlers, Parent Child Relationship, Infants, Interpersonal Communication, Nonverbal Communication, Family Environment, Autism, Pervasive Developmental Disorders, Comparative Analysis, Parent Education, Outcomes of Treatment, Interpersonal Competence
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A120291