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Promoting the Social and Communicative Behavior of Young Children With Autism Spectrum Disorders

A Review of Parent-Implemented Intervention Studies

Illinois State University, hmeadan{at}ilstu.edu

Michaelene M. Ostrosky

University of Illinois at Urbana-Champaign

Hasan Y. Zaghlawan

University of Illinois at Urbana-Champaign

SeonYeong Yu

University of Illinois at Urbana-Champaign

The purpose of this article is to critically review the literature on parent-implemented interventions aimed at promoting and enhancing the social and communicative behavior of young children with autism spectrum disorders. Twelve parent-implemented intervention studies that were conducted, at least in part, in home environments and were published between 1997 and 2007 were identified. Each of these studies is described as a study within a study. A study-within-a-study design allows researchers to examine (a) the effectiveness of the parents' implementation of the newly learned strategies and (b) the influence of parent-implemented strategies on their children's social and communication skills. All 12 studies reported positive outcomes for parents and children. Yet closer examination of the research methods used in each study indicates considerable variability in intervention and data collection strategies. Carefully and critically evaluating this empirical literature can help researchers, teacher educators, and practitioners as they consider options for interventions and plan future research efforts that will efficiently and effectively result in positive outcomes for young children with social communication delays. Implications for research and practice are addressed following the literature review.

Key Words: autism spectrum disorder (ASD) • disability populations • families • intervention

This version was published on August 1, 2009

Topics in Early Childhood Special Education, Vol. 29, No. 2, 90-104 (2009)
DOI: 10.1177/0271121409337950


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