Online Communication Training for Parents of Children With Autism Spectrum Disorder

• Published in: Communication disorders quarterly Vol. 39; no. 3; pp. 415 - 425
• Main Authors: Douglas, Sarah N., Kammes, Rebecca, Nordquist, Erica
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.05.2018; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Autism; Autism Spectrum Disorders; Autistic children; Children; Communication disorders; Communication Skills; Communication Strategies; Computer Mediated Communication; Discourse strategies; Interpersonal Communication; Interpersonal Competence; Online Courses; Online instruction; Parent Child Relationship; Parent Education; Parent-child relations; Parenting Skills; Parents; Parents & parenting; Pervasive Developmental Disorders; Rating Scales; Training Methods; Verbal Ability; Michigan; 3 to 5 years; single subject; family/parent issues; other pervasive developmental disorders; exceptionalities; autism; age; methodology; research
• ISSN: 1525-7401; 1538-4837
• DOI: 10.1177/1525740117727491

Parent training is an essential part of quality programming for children with autism spectrum disorder (ASD). However, limited research exists exploring online training approaches to support parents of children with both ASD and complex communication needs (CCN; e.g., limited verbal ability), despite the many benefits that online training might have for these parents and the overall sustainability and scalability of such approaches. This study utilized a single-subject multiple probe design with three parents and their children to explore the impact of online parent training for parents and their children with ASD and CCN. Training included online interactive components to teach parents a communication strategy, as well as live practice sessions during which parents implemented the strategy, had an opportunity to ask questions, and engaged in self-reflection. Results indicated that training increased communication opportunities and responses provided by parents, and communication by the child. Limitations and future research directions are discussed.