Parent Coaching via Telepractice for Children From Latinx Backgrounds With Autism Spectrum Disorder

Authors

Valeria Yllades, The University of Texas Rio Grande ValleyFollow
J. B. Ganz
Sanikan Wattanawongwan
Claudia Dunn
Lauren M. Pierson

Document Type

Article

Publication Date

12-2022

Abstract

Individuals with autism spectrum disorder from bilingual homes have to learn and discriminate which language to use across settings and different people. Language instruction is complicated by the core deficits in social communication, which is common in individuals with autism spectrum disorder. Using a single case, multiple probe design across three parent-child dyads between 3 and 6 years from Spanish speaking backgrounds, the present study examined the effect of telepractice-based parent coaching in a multimodal communication intervention. Culturally responsive approaches were integrated within the coaching model, including targeted interview questions. There was also a 15-item rubric used for identifying criteria for culturally responsive research. Findings indicate that the use of multimodal communication intervention via telepractice parent coaching showed promising results. We can conclude that this approach can be a beneficial tool to help family members improve communication for bilingual children with autism spectrum disorder.

Comments

Original published version available at https://doi.org/10.1177/01626434211033604

https://journals.sagepub.com/share/KIZ9K9MXC7VEMGM6ACQE?target=10.1177/01626434211033604

Recommended Citation

Yllades, V. A., Ganz, J. B., Wattanawongwan, S., Dunn, C., & Pierson, L. M. (2022). Parent Coaching via Telepractice for Children From Latinx Backgrounds With Autism Spectrum Disorder. Journal of Special Education Technology, 37(4), 469-481. https://doi.org/10.1177/01626434211033604

Publication Title

Journal of Special Education Technology

DOI

https://doi.org/10.1177/01626434211033604