IN-HOME COMMUNICATION INTERVENTION TRAINING FOR PARENTS OF MULTIPLY HANDICAPPED CHILDREN (COMMUNICATION INTERVENTION TRAINING, AUTISM).
Contributors: University of Florida.
Published: 1992
Number of pages: 198
Subjects: Health Sciences, Nursing.; Education, Special.; Psychology, Behavioral.
Description: Two major concerns were addressed: What are the effects of an in-home, communication training program for parents on (1) the acquisition of child-training skills (imitating/animating and expectant waiting) by parents of developmentally delayed children who have severe language impairments and autistic features; and (2) on the acquisition of communication behaviors in the children themselves? Other questions were addressed regarding the social value of the intervention and effects on parent-child interactions.

Four mothers were taught two parent-training skills (imitating/animating and expectant waiting) during two in-home training sessions. The parent training process incorporated the Ecological Communication Orientation (ECO) intervention package and included positive programming approaches for promoting parent-child interactions and the acquisition of child pre-communication and communication skills. Following the parent training, the mothers conducted training sessions in their homes with their children for 10 minutes, three times per week for 6-8 weeks. All sessions were videotaped and frequency counts taken of the target parent skills and child target behaviors. Interrater reliability for the two behavioral observers was.89.

A single subject experimental research design was used incorporating a multiple baseline across two parental child-training skills. Direct behavioral counts during 10 minute sessions showed that all four mothers demonstrated increases in the frequency with which they used imitating/animating (M = 29.5; range, 25.0-30.9) and expectant waiting (M = 8.9; range, 2.0-18.1) following treatment. Increases in four child behavior frequencies were also noted: vocal utterances (M = 37.7; range, 12.7-66.9), social responding (M = 16.3; range, 11.7-22.0), social initiating (M = 13.3; range, 1.0-22.9), and intelligible words spoken (M = 2.7; range, 0.4-4.7).

The ECO Scales Interaction Profile results supported direct behavioral count data showing significantly improved parent-child interactions for the subject dyads over three conditions (p $<$.034). Additionally, Parental Consumer Satisfaction Questionnaire results indicated that the intervention was positively perceived by the parents.
Notes: Source: Dissertation Abstracts International, Volume: 53-11, Section: B, page: 5641.

Thesis (PH.D.)--UNIVERSITY OF FLORIDA, 1992.

School code: 0070.