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Randomized Controlled Trial
. 2019 Jul 12;50(3):416-433.
doi: 10.1044/2019_LSHSS-18-0093. Epub 2019 Jul 9.

Efficacy Study of a Social Communication and Self-Regulation Intervention for School-Age Children With Autism Spectrum Disorder: A Randomized Controlled Trial

Sallie W Nowell  1 , Linda R Watson  2 , Brian Boyd  3 , Laura G Klinger  4
Affiliations
Randomized Controlled Trial

Efficacy Study of a Social Communication and Self-Regulation Intervention for School-Age Children With Autism Spectrum Disorder: A Randomized Controlled Trial

Sallie W Nowell et al. Lang Speech Hear Serv Sch. .

Abstract

Purpose 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. Method 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. Results 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. Conclusions 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. Supplemental Material https://doi.org/10.23641/asha.8637236.

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Figures

Figure 1.
Figure 1.
Flow diagram for the Growing, Learning, and Living With Autism Group Study.
Figure 2.
Figure 2.
Mean Child Observation Protocol (COP) total score with trend lines by group across all four study time points.
See this image and copyright information in PMC

References

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