Model
Digital Document
Publisher
Florida Atlantic University
Description
Children with autism may present delays in the development of social,
communicative and cognitive skills. The behavioral features and patterns of development
exhibited across domains can be very distinctive (Volkmar, 1999). This diversity in the
expression of autism is what presents the greatest challenge for professionals and parents
looking for the most appropriate and effective intervention for this population.
Audio coaching intervention is one technology that has been used for over 50
years to train psychologists, medical interns, pre-service teachers, and parents of children
with behavioral challenges (Baum, 1976; Crimmins, Bradlyn, St. Lawrence, & Kelly,
1984; Giebelhaus, 1994; Goodman, Brady, Duffy, & Scott, in press; Hunt, 1980; Kahan,
2002; Korner & Brown, 1952; Lindell, 2001; Werba, Eyberg, Boggs, & Algina, 2006).
The intervention consists of a trainee receiving immediate feedback from a coach via a remote radio. However, the application of this technology has never been explored
specifically for training parents of children with autism.
The present study was designed to examine experimentally the effectiveness of
the audio coaching intervention on parents' interactions with their children with autism.
Three mothers and their children with autism participated in the study. The mothers
received immediate feedback from a coach on prompts designed specifically for their
children. Results showed that the audio coaching intervention was an effective medium to
teach the mothers how to deliver effective prompts and praise to their children. Results of
the intervention also generalized to tasks on which the mothers had never been trained,
and maintained well after the coaching was withdrawn. All three children showed an
increase in their engagement and completion of independent tasks and routines in their
homes after their mothers increased their use of more effective prompts and praise.
communicative and cognitive skills. The behavioral features and patterns of development
exhibited across domains can be very distinctive (Volkmar, 1999). This diversity in the
expression of autism is what presents the greatest challenge for professionals and parents
looking for the most appropriate and effective intervention for this population.
Audio coaching intervention is one technology that has been used for over 50
years to train psychologists, medical interns, pre-service teachers, and parents of children
with behavioral challenges (Baum, 1976; Crimmins, Bradlyn, St. Lawrence, & Kelly,
1984; Giebelhaus, 1994; Goodman, Brady, Duffy, & Scott, in press; Hunt, 1980; Kahan,
2002; Korner & Brown, 1952; Lindell, 2001; Werba, Eyberg, Boggs, & Algina, 2006).
The intervention consists of a trainee receiving immediate feedback from a coach via a remote radio. However, the application of this technology has never been explored
specifically for training parents of children with autism.
The present study was designed to examine experimentally the effectiveness of
the audio coaching intervention on parents' interactions with their children with autism.
Three mothers and their children with autism participated in the study. The mothers
received immediate feedback from a coach on prompts designed specifically for their
children. Results showed that the audio coaching intervention was an effective medium to
teach the mothers how to deliver effective prompts and praise to their children. Results of
the intervention also generalized to tasks on which the mothers had never been trained,
and maintained well after the coaching was withdrawn. All three children showed an
increase in their engagement and completion of independent tasks and routines in their
homes after their mothers increased their use of more effective prompts and praise.
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