ERIC Number: EJ1170846
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Effects of Parent Implemented Visual Schedule Routines for African American Children with ASD in Low-Income Home Settings
Goldman, Samantha E.; Glover, Carrie A.; Lloyd, Blair P.; Barton, Erin E.; Mello, Maria P.
Exceptionality, v26 n3 p162-175 2018
Low-income, minority families are underrepresented in the literature on parent training for school-aged children with autism spectrum disorder (ASD). Although the use of visual supports, such as visual schedules, is considered to be an evidence-based practice for children with ASD in school, it is not known whether this strategy is effective for minority, low-income families when implemented by the parent in the home setting. This study used a multiple-baseline across routines design replicated across two African American child-mother dyads to examine the effects of a parent-implemented visual schedule procedure on child independent schedule use and between-activity transitions. Parent participants were trained to implement a visual schedule intervention during home routines. Although a functional relation was demonstrated across routines for one mother-child dyad, results varied across participants, highlighting the importance of treatment fidelity. Implications for future research, including the challenges involved in parent-implemented interventions in low-income settings for minority children with ASD, are addressed.
Descriptors: African American Children, Autism, Pervasive Developmental Disorders, Low Income Groups, Parent Education, Visual Aids, Mothers, Scheduling, Adjustment (to Environment), Child Behavior, Intervention, Fidelity, Program Effectiveness, Observation, Prompting, Semi Structured Interviews, Goodness of Fit
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Grant or Contract Numbers: H325D100010