Autism, Autism Spectrum Disorder
Conditions
Keywords
autism, parent intervention, parent coaching, early intervention, parent-mediated intervention
Brief summary
As a result of the COVID-19 pandemic, telecoaching/telepractice models are of urgent importance. Given this, parents in the study will receive parent coaching through weekly video calls. To help us understand the best types of telecoaching, we will offer all participants responsive coaching, with half of the participants receiving an additional opportunity to reflect on their own use of language strategies with a therapist using video feedback and the other half receiving responsive coaching as usual, without video feedback. This information is important in helping us to understand the best way to coach parents using a telepractice model so that parents implement the intervention at high fidelity. Furthermore, we will aim to understand how parent learning style may also influence the implementation of these strategies.
Interventions
BEHAVIORALResponsive training with no video feedback
Parents will receive responsive training, but will not watch themselves on video to reflect on their strategy use.
BEHAVIORALResponsive training with video feedback
Parents will receive responsive training and watch themselves on video to reflect on their strategy use.
Sponsors
Northwestern University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
SINGLE (Outcomes Assessor)
Masking description
Assessors who score/code the parent-child interaction are blind to condition
Intervention model description
Children will enroll in the study between 18-48 months of age and will be randomly assigned to either receive responsive training with video feedback or responsive training without video feedback.
Eligibility
Sex/Gender
ALL
Age
18 Months to 48 Months
Healthy volunteers
Yes
Inclusion criteria
Child inclusion criteria include: * diagnosis of ASD or showing signs of ASD based on autism screening * chronological age of less than 48 months * a parent who is willing to learn intervention strategies * English as the primary language spoken in the home Parent inclusion criteria include: \- Biological Mother
Exclusion criteria
* Children or parents with additional impairments (e.g., blindness, deafness, genetic syndromes) will be excluded from the study. * Fathers or caregivers other than the child's Mother will be excluded from the study.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Parent Use of Language Support Strategies (Mother-child interaction) | Two months after the start of the study | Mother use of intervention strategies will be measured by transcribing and coding mother behaviors during 12-minute parent-child interactions, using a standard set of toys. The primary dependent variable will be the amount of correct strategy used expressed as a percentage correct. This is the percentage of child communication to which the adult responds correctly (i.e., contingently and within 5 seconds). |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| MacArthur-Bates Communicative Development Inventory (MCDI) (Child) | Two months after the start of the study | Parent report of child's expressive vocabulary and prelinguistic communication skills |
Countries
United States
Outcome results
None listed