Parent-implemented Early Intervention Research Articles

A multicenter clinical study on parent-implemented early intervention for children with global developmental delay.

Early identification and intervention for children with global developmental delay (GDD) can significantly improve their prognosis and reduce the possibility of developing intellectual disability in the future. This study aimed to explore the clinical effectiveness of a parent-implemented early intervention program (PIEIP) for GDD, providing a research basis for the extended application of this intervention strategy in the future. During the period between September 2019 and August 2020, children aged 3 to 6 months diagnosed with GDD were selected from each research center as the experimental group and the control group. For the experimental group, the PIEIP intervention was conducted for the parent-child pair. Mid-term and end-stage assessments were performed, respectively, at 12 and 24 months of age, and parenting stress surveys were completed. The average age of the enrolled children was 4.56 ± 1.08 months for theexperimental group (n = 153) and 4.50 ± 1.04 months for the control group (n = 153). The comparative analysis of the variation in the progress between the two groups by independent t-test showed that, after the experimental intervention, the developmental quotient (DQ) of locomotor, personal-social, and language, as well as the general quotient (GQ) of the Griffiths Mental Development Scale-Chinese (GDS-C), the children in the experimental group demonstrated higher progress than those in the control group (P < 0.05). Furthermore, there was a significant decrease in the mean standard score of dysfunctional interaction, difficult children and the total level of parental stress in the term test for the experimental groups (P < 0.001 for all). PIEIP intervention can significantly improve the developmental outcome and prognosis of children with GDD, especially in the areas of locomotor, personal-social, and language.

Examining parent use of specific intervention techniques during a 12-week training program based on the Early Start Denver Model.

Parents of young children with autism are often taught to deliver interventions which involve several different types of strategies. Research suggests that parents can usually learn to deliver these interventions but not much is known about their use of each specific intervention strategy. This study included five mothers of young children with autism who participated in a 12-week parent training program based on the Early Start Denver Model. We measured their use of 18 different ESDM strategies before, during, and 1 month after the training program. We found that parents increased the number of strategies that they used during the training program. There were differences between mothers in terms of the ESDM strategies that they used the most during the training. We also found that some of the strategies were more closely related to children's levels of engagement and language than others. This suggests that parent training should be adapted to suit each parent's needs.

The Impact of Parent-Implemented Early Intervention on Expressive Language Skills of Toddlers with Language Delay: A Single-Subject Study

Introduction: Parents of children with language impairment play an important role in improving their child's language development. Thus, training them on early intervention is essential. An effective program in this respect is Enhanced Milieu Teaching (EMT). EMT implements language learning strategies through daily parent-child interactions in order to promote expressive language skills in children with language impairment. The aim of this study was to evaluate the effects of EMT on expressive language skills of toddlers (24-30 months) with language delay in Isfahan, Iran. Materials and Methods: It was a single-subject study with multiple baselines and different behaviors. The subjects were 3 toddlers with expressive language delay, and their mothers. The participants were selected through purposive sampling and received EMT within 17, 14, and 9 sessions. The outcome of the intervention was evaluated immediately after and 3 months after the treatment. Increased expressive lexicon of nouns, verbs, and word compounds was their speech goal. Visual analysis and improvement rate difference (IRD) were used to analyze data. Results: All 3 children showed significant progress in their expressive language skills during the intervention phase, maintaining sessions, and 3 months after the intervention compared to baseline. The IRD for expression of nouns, verbs, and word compounds were 1, 0.91, and 0.77 for child A, 0.92, 0.77, and 0.6 for child B, and 1, 1, and 0.66 for child C, respectively. Conclusion: Training parents of children with expressive language delays on EMT can improve their children’s expressive language skills.

Parent perceptions of an adapted evidence-based practice for toddlers with autism in a community setting.

Although data from parent-implemented Naturalistic Developmental Behavioral Interventions have shown positive effects on decreasing core symptoms of autism, there has been limited examination of the effectiveness of Naturalistic Developmental Behavioral Interventions in community settings. In addition, parent perspectives of their involvement in parent-implemented early intervention programs have not been well studied. Using both qualitative and quantitative data to examine parent perspectives and the perceived feasibility of parent training by community providers, 13 families were followed as they received training in the Naturalistic Developmental Behavioral Intervention, Project ImPACT. Data indicate that parent training by community providers is feasible and well received, and parents find value in participating in intervention and perceive benefit for their children. Recommendations for adaptation of program elements and future research are discussed.

Effectiveness of a parent-implemented intervention program for young children with cleft palate

ObjectiveThis study investigated the effectiveness of a parent-implemented intervention on children's speech-language development and parents’ interaction styles. MethodsSeventeen children with cleft palate (CP) and their mothers participated in all sessions of a parent-implemented intervention program. Nine children with CP and their mothers who did not receive the intervention were included to examine the full effectiveness of the program. The intervention program consisted of four phases, pre-intervention test, parent training, parent-implemented intervention at children's home for 3 months, and post-intervention test. Children's language and speech measures and maternal measures from pre- and post-intervention tests were compared between groups (intervention vs. no intervention). ResultsChildren who received a parent-implemented intervention exhibited significant improvement in language measures based on standardized tests and quantitative language and speech measures from spontaneous utterances. The children in the intervention group showed a significantly greater extent of change in expressive vocabulary size, number of total words, and mean length of utterance than did those who did not receive the intervention. Mothers who received the training showed a significantly decreased number of different words, increased responsiveness, and decreased non-contingent utterances for children's communication acts compared to those who did not receive the training. ConclusionsThe results of the study support the effectiveness of parent-implemented early intervention on positive changes in children's speech-language development and mothers’ use of communication strategies.

The Need for More Effective Father Involvement in Early Autism Intervention

Fathers of children with autism spectrum disorders (ASD) are underrepresented in both early intervention and research. However, fathers have unique interaction styles that make important contributions to the language and symbolic play development of typically developing children. Fathers may make similar contributions to the development of their children with ASD, who struggle with social-communicative deficits, particularly in the areas of language and symbolic play. This article provides a theoretical rationale for enhancing father—child involvement in early autism intervention that may lead to improved outcomes in child communication and symbolic play and have cascading benefits for families in reducing stress and enhancing coping mechanisms. To support this rationale, systematic reviews of the literature were conducted to (a) identify the extent of father involvement in parent training programs for children with autism, (b) identify the contributions of parents to the symbolic play outcomes of their children with ASD and other disabilities, and (c) examine differences in stress and coping experienced by mothers and fathers of children with ASD. Finally, possible barriers to father participation in early autism intervention are discussed and recommendations are offered for making parent-implemented early intervention for children with ASD more amenable to fathers.

Parent-implemented early intervention for young children with autism spectrum disorder is promising, but further research is needed to determine its efficacy1

What evidence do we have that parent-implemented early intervention for children with autism spectrum disorders is beneficial? 1Abstracted from: McConachie, H., & Diggle, T. (2007). Parent implemen...

Parent implemented early intervention for young children with autism spectrum disorder: a systematic review

Recent estimates concerning the prevalence of autism spectrum disorder (ASD) suggest that at least one in 200 children is affected. This group of children and families have important service needs. The involvement of parents in implementing intervention strategies designed to help their autistic children has long been accepted as helpful. The potential benefits are increased skills and reduced stress for parents as well as children. This research review focused on interventions for children aged 1-6 years, and was carried out using systematic methodology: a comprehensive search of psychological, educational and biomedical databases, as well as bibliographies and reference lists of key articles, contact with experts in the field, and hand search of key journals. Only studies which involved a concurrent element of control were included. The review found very few studies that had adequate research design from which to draw conclusions about the effectiveness of parent-implemented early intervention. Both randomized and controlled studies tended to suggest that parent training leads to improved child communicative behaviour, increased maternal knowledge of autism, enhanced maternal communication style and parent child interaction, and reduced maternal depression. It seems that parent training can successfully contribute to intervention for young children with ASD. However, the review highlights the need for improved research in this area.

Parent-mediated early intervention for young children with autism spectrum disorder.

Recent estimates concerning the prevalence of autistic spectrum disorder are much higher than those reported 30 years ago, with at least 1 in 400 children affected. This group of children and families have important service needs. The involvement of parents in implementing intervention strategies designed to help their autistic children has long been accepted as helpful. The potential benefits are increased skills and reduced stress for parents as well as children. The objective of this review was to determine the extent to which parent-mediated early intervention has been shown to be effective in the treatment of children aged 1 year to 6 years 11 months with autistic spectrum disorder. In particular, it aimed to assess the effectiveness of such interventions in terms of the benefits for both children and their parents. A range of psychological, educational and biomedical databases were searched. Bibliographies and reference lists of key articles were searched, field experts were contacted and key journals were hand searched. Only randomised or quasi-randomised studies were included. Study interventions had a significant focus on parent-implemented early intervention, compared to a group of children who received no treatment, a waiting list group or a different form of intervention. There was at least one objective, child related outcome measure. Appraisal of the methodological quality of included studies was carried out independently by two reviewers. Differences between the included studies in terms of the type of intervention, the comparison groups used and the outcome measures were too great to allow for direct comparison. The results of this review are based on data from two studies. Two significant results were found to favour parent training in one study: child language and maternal knowledge of autism. In the other, intensive intervention (involving parents, but primarily delivered by professionals) was associated with better child outcomes on direct measurement than were found for parent-mediated early intervention, but no differences were found in relation to measures of parent and teacher perceptions of skills and behaviours. This review has little to offer in the way of implications for practice: there were only two studies, the numbers of participants included were small, and the two studies could not be compared directly to one another. In terms of research, randomised controlled trials involving large samples need to be carried out, involving both short and long-term outcome information and full economic evaluations. Research in this area is hampered by barriers to randomisation, such as availability of equivalent services.

Controlling behavioral techniques in an early intervention program.

Traditionally human service programs have lacked guidelines to safeguard the misapplication of aversive behavioral interventions. The Regional Intervention Program, a parent-implemented early intervention service, developed and instituted guidelines to control the potential abuse of behavioral techniques in the program. The guidelines delineate the behavioral interventions the program endorses and the program's position with regard to severe treatment interventions. The policy consists of interventions that can be used on a daily basis, the interventions that are not permitted under any circumstances, the interventions that require permission of the professional staff, and the interventions that may be tried only when specific conditions have been met. These guidelines provide standards and protection for the program's administration and the clients served and could be used as a guide for community mental health center consultants as well as with community mental health programs for the severely or moderately disturbed child.

Evaluation and accountability in a parent-implemented early intervention service

Traditionally human-service programs have lacked systematic procedures of evaluation and accountability to the clients served. The Regional Intervention Program, a parent-implemented early intervention service, developed and instituted one system of program evaluation to demonstrate its efficiency and effectiveness. The system as developed incorporates an economic justification in terms of the costs and benefits to the funding source, evaluation of specifically defined organizational and clinet objectives, data-based assessments of child progress, and accountability to a consumer-based evaluation committee. Collectively, these four components provide a means of continuous and reliable feedback to the funding source and to the clients served.

A Parent-Implemented Early Intervention Program for Preschool ChiIdren

A Parent-Implemented Early Intervention Program for Preschool ChiIdren