Faculty of Education, University of Windsor, 401 Sunset Avenue, Windsor, ON, N9B 3P4, Canada.
Psychiatry and Behavioral Sciences - Child and Adolescent Psychiatry and Child Development, Stanford University, 410 Quarry Road, Stanford, CA, 94305, USA.
J Autism Dev Disord. 2020 Oct;50(10):3728-3738. doi: 10.1007/s10803-020-04426-2.
This study investigated whether a brief parent-mediated intervention would increase the frequency of question asking in children with ASD. Mothers participated in a 3-week training consisting of 2-h sessions twice weekly. Data were collected in the context of concurrent multiple baseline design. Results demonstrate all three children increased frequency of question asking with two children maintaining gains. All three children demonstrated generalization of question asking to novel items, family members, and/or settings. Affect improved for two of the three children. Overall, mothers were able to reach Fidelity of Implementation during most sessions and rated the intervention as highly acceptable. Results are discussed in regard to the feasibility of providing a short-term parent-implemented intervention to increase social initiations through question asking.
本研究旨在探讨短期的家长介导干预是否会增加 ASD 儿童提问的频率。母亲们参加了为期 3 周的培训，每周两次，每次 2 小时。数据是在同时进行的多项基准设计的背景下收集的。结果表明，所有 3 名儿童的提问频率都有所增加，其中有 2 名儿童的收益得以维持。所有 3 名儿童都表现出对新物品、家庭成员和/或环境的提问的泛化。有 2 名儿童的情绪得到了改善。总体而言，母亲们在大多数课程中都能够达到实施的保真度，并对干预措施的高度可接受性进行了评价。结果讨论了通过提问来增加社交发起的短期家长实施干预的可行性。
