Utilizing primary tier intervention to enhance reciprocal turn-taking of children with autism in Taiwan

Hui Ting Wang*

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

5 引文 斯高帕斯(Scopus)

摘要

This study investigated the effects of a primary tier video modeling intervention combining with a primary tier parent education model on parent-child interactions of children with autism during a picture-book activity in Taiwan. A multiple baseline design across participants was used. Four parents and their child with autism participated at their respective homes. Four additional typically developing parent-child dyads were also recruited as the normative comparison. After the intervention, the number of turn-taking instances increased and the number of instances of child-refusal behavior decreased without direct intervention. Three of the four dyads with a child with autism improved following the intervention and maintained their turn-taking skill within the established normative ranges. However, greater variability was found in the changes in parental behavior patterns. This low-resource, low-support intervention may provide an effective universal support tool for families. Suggestions for future research and the 3- tier video modeling intervention model are discussed.

原文英語
頁(從 - 到)64-76
頁數13
期刊Education and Training in Autism and Developmental Disabilities
52
發行號1
出版狀態已發佈 - 2017 3月 1

ASJC Scopus subject areas

  • 教育
  • 發展與教育心理學

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