Telepractice parent-implemented training and coaching in a rural area in the UK: Impact on mothers and their children with autism

Lila Kossyvaki; Hedda Meadan; Laura Cristescu; Hadeel Alharbi; Michelle  Sands; Danielle Tuite

doi:10.1016/j.rasd.2022.102044

Telepractice parent-implemented training and coaching in a rural area in the UK: Impact on mothers and their children with autism

Lila Kossyvaki^*, Hedda Meadan, Laura Cristescu, Hadeel Alharbi, Michelle Sands, Danielle Tuite

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

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Abstract

Background: Parent-implemented interventions are reported to have positive outcomes for both children with autism and their parents. Online parent training and coaching have been increasingly used as an effective alternative or supplemental to traditional face-to-face services, especially after the start of the Covid-19 pandemic. The purpose of this study was to examine the extent to which parents of children with autism can implement a set of newly acquired strategies and the impact these had on their children’s communication skills.

Method: Four mother–child dyads from a rural area in the UK participated in the study following a multiple-baseline design across strategies. Asynchronous training and synchronous coaching were provided, all online.

Results: The present study extended the results of the original US based study it replicated (Meadan et al., 2016). Mothers learned to use the targeted naturalistic teaching strategies they were trained and coached in (i.e., i-PiCS- internet-based Parent-implemented Communication Strategies) and their children’s responsiveness and initiations of communication increased and were mostly maintained after the end of the study. Changes in the mothers’ use of strategies were observed in many cases even after training only, and the strategy of time delay was linked to increases in the children’s initiations of communication.

Conclusions: This replication study showed that i-PiCS is an appropriate intervention to use with mothers of children with autism in the UK and telepractice training and coaching can be a feasible and effective service delivery method.

Original language	English
Article number	102044
Number of pages	14
Journal	Research in Autism Spectrum Disorders
Volume	98
Early online date	28 Sept 2022
DOIs	https://doi.org/10.1016/j.rasd.2022.102044
Publication status	Published - Oct 2022

Bibliographical note

Funding Information:
This research was funded by the British Academy/Leverhulme Small Grant Award No. SRG19\190421. This support does not constitute an endorsement of the contents, which reflect the views only of the authors, and the funding body cannot be held responsible for any use which may be made of the information contained therein. The two 4 G tablets were funded by the Department of Department of Disability Inclusion and Special Needs (DISN), School of Education, University of Birmingham. The authors would like to thank the participant mothers and children for their commitment to the project under very adverse circumstances during the Covid-19 global pandemic. Without their participation and help this project could not have been conducted. Also, the authors would like to extend their thanks to Christy D. Yoon from the University of University of Illinois Urbana-Champaign for helping with the graphs.

Publisher Copyright:
© 2022 The Authors

Keywords

ASD
Autism
Parent training and coaching
Parent-implemented intervention
Social communicarion skills
Telepractice

ASJC Scopus subject areas

Developmental and Educational Psychology
Clinical Psychology
Psychiatry and Mental health

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Cite this

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abstract = "Background: Parent-implemented interventions are reported to have positive outcomes for both children with autism and their parents. Online parent training and coaching have been increasingly used as an effective alternative or supplemental to traditional face-to-face services, especially after the start of the Covid-19 pandemic. The purpose of this study was to examine the extent to which parents of children with autism can implement a set of newly acquired strategies and the impact these had on their children{\textquoteright}s communication skills.Method: Four mother–child dyads from a rural area in the UK participated in the study following a multiple-baseline design across strategies. Asynchronous training and synchronous coaching were provided, all online.Results: The present study extended the results of the original US based study it replicated (Meadan et al., 2016). Mothers learned to use the targeted naturalistic teaching strategies they were trained and coached in (i.e., i-PiCS- internet-based Parent-implemented Communication Strategies) and their children{\textquoteright}s responsiveness and initiations of communication increased and were mostly maintained after the end of the study. Changes in the mothers{\textquoteright} use of strategies were observed in many cases even after training only, and the strategy of time delay was linked to increases in the children{\textquoteright}s initiations of communication.Conclusions: This replication study showed that i-PiCS is an appropriate intervention to use with mothers of children with autism in the UK and telepractice training and coaching can be a feasible and effective service delivery method.",

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note = "Funding Information: This research was funded by the British Academy/Leverhulme Small Grant Award No. SRG19\190421. This support does not constitute an endorsement of the contents, which reflect the views only of the authors, and the funding body cannot be held responsible for any use which may be made of the information contained therein. The two 4 G tablets were funded by the Department of Department of Disability Inclusion and Special Needs (DISN), School of Education, University of Birmingham. The authors would like to thank the participant mothers and children for their commitment to the project under very adverse circumstances during the Covid-19 global pandemic. Without their participation and help this project could not have been conducted. Also, the authors would like to extend their thanks to Christy D. Yoon from the University of University of Illinois Urbana-Champaign for helping with the graphs. Publisher Copyright: {\textcopyright} 2022 The Authors",

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doi = "10.1016/j.rasd.2022.102044",

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AU - Alharbi, Hadeel

AU - Sands, Michelle

AU - Tuite, Danielle

N1 - Funding Information: This research was funded by the British Academy/Leverhulme Small Grant Award No. SRG19\190421. This support does not constitute an endorsement of the contents, which reflect the views only of the authors, and the funding body cannot be held responsible for any use which may be made of the information contained therein. The two 4 G tablets were funded by the Department of Department of Disability Inclusion and Special Needs (DISN), School of Education, University of Birmingham. The authors would like to thank the participant mothers and children for their commitment to the project under very adverse circumstances during the Covid-19 global pandemic. Without their participation and help this project could not have been conducted. Also, the authors would like to extend their thanks to Christy D. Yoon from the University of University of Illinois Urbana-Champaign for helping with the graphs. Publisher Copyright: © 2022 The Authors

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Telepractice parent-implemented training and coaching in a rural area in the UK: Impact on mothers and their children with autism

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

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Cite this