An examination of parent-child dyadic interaction and the impact of a parent-training program designed to support the language development of toddlers diagnosed with autism spectrum disorder (ASD)
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Abstract
Parents can effectively facilitate positive child behaviour change (Kaiser & Hancock, 2003). Their inclusion as interventionists is an essential component of autism intervention (NRC, 2001) and represents a natural step toward consistent early intervention. However, what constitutes effective delivery of parent programs and their effect outside research settings is limited. The present study explored patterns of change in parent-child communication in the child’s natural language learning environment after participation in Hanen’s More Than Words program. Four patterns of change in the quality and quantity of parent-child talk and language were observed. Overall, parents increased talk immediately after intervention but failed to maintain the increase. Children demonstrated significant changes in gestures, receptive language and frequency of coordinated joint attention.