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Purpose: This study aimed to examine the initial efficacy of a parent-assisted blended intervention combining components of Structured TEACCHing and Social Thinking, designed to increase social communication and self-regulation concept knowledge in 1st and 2nd graders (n = 17) diagnosed with autism spectrum disorder (ASD) and their parents.
Method: A randomized delayed treatment control group design with pre- and postintervention assessments of both parents and children was implemented within a community practice setting. Two follow-up assessments at 3 and 6 months postintervention were also completed.
Results: Overall, results indicate that the intervention is efficacious in teaching social communication and selfregulation concept knowledge to children with ASD and their parents. Both parents and children demonstrated an increase in social communication and self-regulation knowledge after participating in the Growing, Learning, and Living With Autism Group as compared to a delayed treatment control group. The effects of the intervention did not extend to parent-child interactions coded from video recordings. Child treatment effects were maintained at the 3- and 6-month follow-up assessments.
Conclusions: Preliminary efficacy of the Growing, Learning, and Living With Autism Group was established. Based on parent report at the conclusion of the intervention, this is a socially valid intervention for teaching social communication and self-regulation skills to school-age children with ASD.
Supplemental Material: https://doi.org/10.23641/asha. 8637236
In the United States, current prevalence rates of autism spectrum disorder (ASD) are reported between one in 40 and one in 59 children (Baio et al., 2018; Kogan et al., 2018). Nearly half of children with ASD have average to above average cognitive ability (Christensen, 2016); yet, their adult outcomes are poor when compared to peers with typical development (Dijkhuis, Ziermans, Van Rijn, Staal, & Swaab, 2016; Howlin, Moss, Savage, & Rutter, 2013) and peers with ASD who have below average cognitive ability (Mordre et al., 2012). Autism symptom severity, adaptive functioning, and exposure to early intervention are all more predictive of positive adult outcomes in ASD than cognitive ability alone (Anderson, Liang, & Lord, 2014; Gray et al., 2014). Though average to above average cognition increases the chances that an individual with ASD will be employed, these individuals are less likely to be involved in activities outside their homes than their peers with lower cognitive skills (Taylor & Seltzer,...