Parent coaching to target language outcomes for Chinese-learning autistic preschoolers: A preliminary study.

Autor: Wong PCM; Brain and Mind Institute, The Chinese University of Hong Kong, Hong Kong SAR, PR China; Department of Linguistics & Modern Languages, The Chinese University of Hong Kong, Hong Kong SAR, PR China. Electronic address: p.wong@cuhk.edu.hk., Hirai HW; Brain and Mind Institute, The Chinese University of Hong Kong, Hong Kong SAR, PR China., Wang L; Brain and Mind Institute, The Chinese University of Hong Kong, Hong Kong SAR, PR China., Qi X; Academic Unit of Human Communication, Development and Information Sciences, Faculty of Education, The University of Hong Kong, Hong Kong SAR, PR China., Poon ECH; Department of Linguistics & Modern Languages, The Chinese University of Hong Kong, Hong Kong SAR, PR China., Chan MSM; Brain and Mind Institute, The Chinese University of Hong Kong, Hong Kong SAR, PR China., Yeung GTY; Department of Linguistics & Modern Languages, The Chinese University of Hong Kong, Hong Kong SAR, PR China., Lai ECL; Department of Child & Adolescent Psychiatry, Castle Peak Hospital, Hong Kong Hospital Authority, PR China., To CKS; Academic Unit of Human Communication, Development and Information Sciences, Faculty of Education, The University of Hong Kong, Hong Kong SAR, PR China.
Jazyk: angličtina
Zdroj: Journal of communication disorders [J Commun Disord] 2024 Nov 18; Vol. 113, pp. 106477. Date of Electronic Publication: 2024 Nov 18.
DOI: 10.1016/j.jcomdis.2024.106477
Abstrakt: Purpose: The present study evaluates the preliminary effectiveness of a parent-implemented support program to enhance language outcomes in Chinese-learning preschoolers with a confirmed diagnosis or at elevated likelihood of autism, a lifelong neurodevelopmental condition. The program is delivered entirely online with the option of a group format. Because of cross-cultural differences in adult learning and parent-child interaction and because parent coaching programs for autism that are delivered online are only emerging, a specific study to evaluate the effectiveness of online support for Chinese families is warranted.
Methods: A case control study with 22 families, 12 families in the Active support group and 10 in the Control group, was conducted. Families in the Active group attended 20 online lessons across 6 months in which they learned seven communication strategies to be implemented with their child at home. Extensive coaching and video feedback were provided. Before and after the online support, a 5 min parent-child interaction video collected at home via videoconferencing was used to code for mean length of utterances, type and token frequencies and percentage of pronoun production.
Results: As revealed by the Wilcoxon Signed rank tests, the Active group showed significant support-related improvement on all language measures except for type token ratio, with effect sizes in at least the moderate range. The Control group did not show statistically reliable support-related changes.
Conclusions: Parent coaching delivered in an online mode and with the option of a group format is potentially effective in enhancing language outcomes for Chinese-learning autistic children. A larger-scale study based on these preliminary findings should be conducted.
Competing Interests: Declaration of competing interest The authors have no conflict of interest.
(Copyright © 2024. Published by Elsevier Inc.)
Databáze: MEDLINE
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