“Going Mobile”-increasing the reach of parent-mediated intervention for toddlers with ASD via group-based and virtual delivery

• Published in: Journal of autism and developmental disorders Vol. 52; no. 12; pp. 5207 - 5220
• Main Authors: Brian, Jessica, Solish, Abbie, Dowds, Erin, Roth, Ian, Bernardi, Kate, Perry, Kate, Daoud, Sara, Jilderda, Sanne, MacWilliam, Stacey, Smith, Isabel M, Zwaigenbaum, Lonnie, Bryson, Susan
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.12.2022; Springer; Springer Nature B.V
• Subjects: Access; Analysis; Autism Spectrum Disorders; Autistic children; Barriers; Behavioral Science and Psychology; Care and treatment; Child and School Psychology; Coaching; Demography; Diagnosis; Early Intervention; Electronic Learning; Feasibility; Group Instruction; Group work in education; Health aspects; Medical care, Cost of; Methods; Neurosciences; Parent Participation; Parenting; Pediatrics; Pervasive developmental disorders; Psychology; Public Health; S.I. :Expanding Telehealth Opportunities in Neurodevelopmental Disorders; Social aspects; Sociodemographics; Team learning approach in education; Toddlers; Uptake; Workforce; Canada; Autism; Early intervention; Virtual delivery; ASD; Parent group; Toddlers; Parent-mediated
• ISSN: 0162-3257; 1573-3432
• DOI: 10.1007/s10803-022-05554-7

Evidence supports early intervention for toddlers with ASD, but barriers to access remain, including system costs, workforce constraints, and a range of family socio-demographic factors. An urgent need exists for innovative models that maximize resource efficiency and promote widespread timely access. We examined uptake and outcomes from 82 families participating in a parent-mediated intervention comprising group-based learning and individual coaching, delivered either in-person ( n  = 45) or virtually ( n  = 37). Parents from diverse linguistic, ethnic, and educational backgrounds gained intervention skills and toddlers evidenced significant social-communication gains. Few differences emerged across socio-demographic factors or delivery conditions. Findings highlight the feasibility, acceptability, and promise of group-based learning when combined with individual coaching, with added potential to increase program reach via virtual delivery.