Efficacy of SC and SR intervention (Nowell et al., 2019)
Sallie W. Nowell
Linda R. Watson
Brian Boyd
Laura G. Klinger
10.23641/asha.8637236.v1
https://asha.figshare.com/articles/journal_contribution/Efficacy_of_SC_and_SR_intervention_Nowell_et_al_2019_/8637236
<div><b>Purpose: </b>This study aimed to examine the initial efficacy of a parent-assisted blended intervention combining components of Structured TEACCHing and Social Thinking, designed to increase social communication and self-regulation concept knowledge in 1st and 2nd graders (n = 17) diagnosed with autism spectrum disorder (ASD) and their parents.</div><div><b>Method: </b>A randomized delayed treatment control group design with pre- and postintervention assessments of both parents and children was implemented within a community practice setting. Two follow-up assessments at 3 and 6 months postintervention were also completed.</div><div><b>Results: </b>Overall, results indicate that the intervention is efficacious in teaching social communication and self-regulation concept knowledge to children with ASD and their parents. Both parents and children demonstrated an increase in social communication and self-regulation knowledge after participating in the Growing, Learning, and Living With Autism Group as compared to a delayed treatment control group. The effects of the intervention did not extend to parent–child interactions coded from video recordings. Child treatment effects were maintained at the 3- and 6-month follow-up assessments.</div><div><b>Conclusions: </b>Preliminary efficacy of the Growing, Learning, and Living With Autism Group was established. Based on parent report at the conclusion of the intervention, this is a socially valid intervention for teaching social communication and self-regulation skills to school-age children with ASD.</div><div><br></div><div><b>Supplemental Material S1.</b> The Growing Living and Learning with Autism (GoriLLA) Child Observation Protocol (COP). </div><div><br></div><div><b>Supplemental Material S2. </b>The Gorilla Group Parent Report of Group Outcomes (PROGO).</div><div><br></div><div><b>Supplemental Material S3.</b> GoriLLA Group treatment fidelity sample.</div><div><br></div><div><b>Supplemental Material S4.</b> GoriLLA Group clinician quality and behavior management fidelity ratings. </div><div><br></div><div>Nowell, S. W., Watson, L. R., Boyd, B., & Klinger, L. G. (2019). Efficacy study of a social communication and self-regulation intervention for school-age children with autism spectrum disorder: A randomized controlled trial. <i>Language, Speech, and Hearing Services in Schools</i>,<i> 50,</i> 416–433. https://doi.org/10.1044/2019_LSHSS-18-0093</div>
2019-07-09 18:49:49
language
efficacy
study
social
communication
autism
autism spectrum disorder
ASD
school
school-age
children
randomized controlled trial
self-regulation
intervention
parent
blended
treatment
control
follow-up
teaching
parents
Growing, Learning, and Living With Autism
assessment
Language