Remote follow-up to speech-language intervention for children with Autism Spectrum Disorders (ASD): parents' feedback
Milene Rossi Pereira Barbosa1, Fernanda Dreux Miranda Fernandes1
1Universidade de São Paulo - USP - São Paulo (SP), Brazil.
Codas
|February 9, 2017
Summary
Parents in a remote speech-language program for children with Autism Spectrum Disorders (ASD) faced challenges. Many reported difficulties and behavioral issues, highlighting the need for family-centered intervention development.
Area of Science:
- Speech-language pathology
- Developmental pediatrics
- Autism Spectrum Disorders (ASD) research
Background:
- Autism Spectrum Disorders (ASD) require tailored interventions.
- Parental involvement is crucial for effective pediatric therapy.
- Remote follow-up offers a flexible approach to intervention delivery.
Purpose of the Study:
- To describe parental experiences in a remote speech-language intervention program for children with ASD.
- To explore the role of parents as mediators in structured home-based therapy.
- To gather insights for developing inclusive family-centered intervention programs.
Main Methods:
- A six-week remote speech-language intervention program for children with ASD.
- Forty parents/caretakers were instructed to conduct daily communication and interaction activities at home.
- Data collected via structured questionnaires on parental experiences and challenges.
Main Results:
- Only 40% of parents/caretakers adhered to daily activity recommendations.
- 60% of participants reported experiencing difficulties during the program.
- Behavioral problems in children were cited as a significant barrier to consistent participation.
Conclusions:
- Parental feedback is vital for refining intervention strategies.
- Detailed information exchange between families and therapists enhances program development.
- Future programs should prioritize addressing parental challenges and fostering family engagement.
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