Enhancing generalized teaching strategy use in daily routines by parents of children with autism

Purpose: The purpose of this study was to examine the effects of facilitating generalized use of teaching strategies by parents of children with autism within daily routines. Method: Five preschool children with autism participated in intervention with a parent within daily routines in the family’s home. Parents learned to include 2 teaching strategies in target routines to address their child’s communication objectives. Parent– child interactions in routines were videotaped for data coding and analysis. Proactive programming of generalization occurred by systematic selection of intervention routines and by embedding intervention in multiple routines. Generalization data were collected by measuring strategy use in untrained routines. A multiple baseline design across teaching strategies was used to assess experimental effects. Results: All parents demonstrated proficient use of teaching strategies and generalized their use across routines. The intervention had positive effects on child communication outcomes. All parents perceived the intervention to be beneficial. Conclusion: Results from this study add to the limited body of evidence supporting parent-implemented interventions in natural environments with young children with autism spectrum disorder. Additional research that replicates this approach with children of varying ages and disabilities and families with diverse characteristics is needed to support the generality of these findings. KEY WORDS: language treatment, autism, preschool children There is broad consensus that parent–child interactions in daily ac-tivities exert significant influence on child development (McCollum & Hemmeter, 1997). These early interactions are known to be especially critical in communication development in young children. A large body of research indicates that parents positively influence thei