Effects of an Asynchronous, Online Training Program for Parents of Children with Autism Using Augmentative and Alternative Communication
Open Access
- Author:
- Wendelken, Meghan
- Graduate Program:
- Communication Sciences and Disorders
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- July 28, 2022
- Committee Members:
- Diane Williams, Program Head/Chair
Krista Wilkinson, Major Field Member
Diane Williams, Chair & Dissertation Advisor
Jessica Caron, Major Field Member
David Mcnaughton, Outside Unit & Field Member - Keywords:
- Autism spectrum disorder
AAC - Abstract:
- Objective: Individuals with autism who are minimally speaking often rely on augmentative and alternative communication (AAC). Communication partner training is an integral element of AAC intervention, and parents are ideal communication partners for supporting their child’s language development skills. Asynchronous, online trainings may offer parents an accessible and flexible medium to learn to support their child’s AAC communication. The primary goal of the current study was to evaluate the effects of an asynchronous, online training on the parent/caregiver’s AAC strategy use in the context of shared book reading with their child. Method: A total of five participant dyads participated in the study. A single-case randomized multiple-probe design was used. Parent/caregiver behaviors were observed prior to completing the online training and after completion of the training to determine if the training influenced parent/caregiver strategy use. Visual and statistical analyses were used to determine the presence and magnitude of effects. Results: A functional relation was observed between the online training intervention and parent target strategy use in addition to use of individual components of the strategy. Tau-U nonoverlap calculations suggested medium to large effects of the intervention on parent strategy use during shared book reading with their child. An in-depth analysis of parent and child behaviors that influenced each other during the interactions is provided. Conclusions: Asynchronous, online trainings may offer a valuable resource to parents of children who use AAC for communication, and parents prefer the flexibility and accessibility that is associated with asynchronous trainings. Future research should identify how online programs can be most effectively support widespread parent training and improve outcomes for children who require AAC.