In the current study, we examined the effect of a parent-implemented early communication intervention during shared book reading. Three mothers of children with autism spectrum disorder were trained ...and coached to use a set of reading techniques and evidenced-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay). Using a multiple-baseline design across behaviors, the following three components were examined: (a) the mothers’ use of reading techniques with fidelity, (b) the mothers’ rate and fidelity in using the three naturalistic teaching strategies, and (c) the children’s communication outcomes. After training and coaching, the mothers used the reading techniques and naturalistic teaching strategies with high fidelity. The children initiated more communicative acts upon their mothers’ use of time delay.
Caregiver-implemented intervention, commonly facilitated via coaching, is an increasingly common approach to early intervention for infants and toddlers with or at risk for autism spectrum disorder ...(ASD). The present systematic review examines four coaching components across the literature on caregiver-implemented intervention models for children under 36 months with or at risk for ASD. Systematic search procedures resulted in 26 studies for review. Results showed that although most studies addressed building on caregivers’ competence and guided practice, many neglected to address collaborative coaching components, including planning, reflection, and decision making. Less than a quarter of the studies reviewed described incorporating all four coaching components, highlighting remaining gaps in the literature. Implications of our findings and recommendations for future research are discussed.
This position paper explores the needs of rural families of children, adolescents, and adults with autism spectrum disorder (ASD) during the COVID-19 pandemic. Prior to COVID-19, literature portrays ...elevated stress in families of individuals with ASD and health and socioeconomic disparities for rural and underserved populations. These disparities were exacerbated due to COVID-19 and subsequent lockdowns and economic turmoil. Academic and adaptive skills training were particularly impacted due to school closures, with parents tasked with taking some responsibility for training these skills. Our goals for this article focus on special considerations for rural families regarding (a) neurobiological and developmental impacts of stressful experiences like COVID-19, (b) delineation of the impacts on individuals with ASD and other comorbid and related conditions, and (c) education and intervention needs during these times. Finally, we offer suggestions for future care during pandemic events, including recommendations for improving service delivery under such conditions.
Early intervention supports infants and toddlers with confirmed or suspected autism spectrum disorder (ASD) in achieving optimal outcomes, and caregiver-implemented NDBIs are recommended as a ...developmentally appropriate intervention approach for very young children and their families. Research highlights discrepancies between early interventionists’ perceptions of their practices and their observed practices, possibly contributing to implementation gaps. Remote coaching is a viable method of supporting early childhood professionals’ use of recommended practices, yet limited research has examined remote coaching with early interventionists in community systems (e.g., Part C). The current feasibility study explored differences between early interventionists’ reported and observed practices and compared bug-in-ear versus video review coaching methods with early interventionists working with families of toddlers with confirmed or suspected ASD. Results demonstrated (a) early interventionists reported higher quality practices than observed, and (b) remote coaching is a community-viable professional development approach in supporting early interventionists’ use of recommended practices.
Early intervention is a system of services designed to strengthen child outcomes and build family capacity. One approach of service provision is the Routines-Based Model which implements ...adult-learning practices wherein service providers and caregivers partner to build family-mediated interventions for children. Owing to COVID-19 and the benefits of telepractice, more and more service providers are likely to incorporate a telepractice modality into service provision. Because the Routines-Based Model uses family consultation, these home-visiting practices translate well to telepractice. In addition to consultation techniques, however, service providers must use technology advantageously to ensure effective communication practices. This article discusses technology uses in telepractice that can be incorporated in the Routines-Based Model, Tele-Routines-Based Home Visits, and examples of Tele-Routines-Based Home Visits.
Field experiences provide opportunities for early childhood and early childhood special education (EC/ECSE) educators to implement effective practices in learning settings, and are, therefore, a ...vital part of EC/ECSE teacher preparation. In this article, we describe field placement models from four universities in the United States: The Bridge Project, Getting Started Early, Peer Coaching to Increase Naturalistic Developmental Behavioral Interventions, and University Supervisors Coaching Teacher Candidates: Supporting Young Bi/Multilingual Children with Disabilities. Although there is variety in the settings and effective practices supported through these field placements, performance feedback and collaboration are clear themes across models.
Young children with or at risk for autism spectrum disorder (ASD) should receive early intervention services to achieve optimal outcomes, and recommended practices in early intervention reflect ...family centeredness, contextual learning in routines and natural environments, and supports for caregivers via a caregiver-implemented approach to intervention. Increasing evidence demonstrates gaps between recommended and actual practices in early intervention and in services for children with ASD, and discrepancies often exist between professionals’ perceptions of their practice and their actual practice, potentially contributing to an implementation gap. Distance coaching via technology, or telecoaching, has become an increasingly viable method of supporting professionals’ use of best practices in early intervention/early childhood special education (EI/ECSE). Although studies have examined the implementation of different telecoaching methods with various early childhood professionals, limited research has explored the use of telecoaching with early intervention professionals (EI professionals) in the community. The present study used a mixed-methods design to examine differences between EI professionals’ reported and actual practices and to examine bug-in-ear telecoaching versus video review telecoaching to support EI professionals’ use of recommended practices when working with families of toddlers with or at risk for ASD in early intervention. Results showed that EI professionals reported higher quality practices than they were observed using, and telecoaching is a promising, community-viable intervention to support EI professionals’ use of recommended practices.
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