The Effects of Home-based Parent Training on Joint Attention of Young Children with Autism

• Main Authors: Lee, Huei-lin, 李惠藺
• Other Authors: Yang, Tsung-Ren
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/29358952577160712678

博士 === 臺北市立大學 === 教育學系 === 103 === The present study examined changes in the practice of parental strategies during interaction with children, and also examined joint attention actions in children with autism after in the home environment after instruction to parents for interaction with autistic children through playing and routine activities (e.g. eating, bathing, changing diapers). In the present study, subjects were grouped into four groups based on their physiologic age: autistic children ranging in age from 2 years and 1 month to 3 years and 6 months were included in the study. The present study primarily employed a single subject, multiple probe design, supplemented by qualitative analysis. In single subject design, we collected data related to parent-child playing in the home. Parental baseline observations were performed three times, 13 or 14 times of home-based parent trainings were conducted, and six-month, four times of follow-up observations were collected. During each home-based parent training, we captured 10 minutes of the parent playing with the child, and coded 14 intervention strategies for parents and 10 joint attention behaviors for children. The 14 intervention strategies for parents included five main areas, i.e., situation, affect, interaction, instruction and facilitate, which were aggregated from the joint attention of autistic children obtained by intervention strategies of developmental-response approach and transactional approach. The 10 joint attention behaviors for children were integrated as the generalized definition of social orienting. For qualitative analysis, the authors wrote down a record of the interactions between parents and children, including intervention strategies regarding play and routine activities etc., and the post-intervention opinions of parents concerning the effects of home-based parent training. The entire home-based parent training was recorded, for use in the single case design and qualitative analysis. Furthermore, the video contents were transcribed in order to facilitate analysis. After performing quantitation coding and qualitative analysis of the data, we obtained the following conclusions from the study: 1.Home-based parent training could increase the implementation of intervention strategies when four test parents and their autistic children played or conducted routine activities. 2.The implementation of parental strategies should be different according to the goals and contents of activities after home-based parent training. 3.After home-based parent training, joint attention behaviors in children with autism increased, and unequal progress was especially noted for actions such as eye gaze, shared positive affect, behavior regulation, social interaction, and joint attention. 4.When parent interaction strategies increased, joint attention actions of children with autism also tended to increase. 5.Changes in parent intervention strategies increased the "parent-child relationship" and "learning effects in children." The purpose of the present study was to also pave the way for future studies and propose suggestions for early parental intervention, intervention for children with autism, etc.