This dissertation evaluates the effects of a parent-implemented social-communication intervention designed to support families affected by poverty with infants and toddlers at risk for or diagnosed with autism. The efficacy of the intervention package was assessed across four parent-child dyads utilizing a concurrent multiple probe design. The results indicate that the parents who have low-income and represent diverse cultural and educational backgrounds were able to learn the social-communication intervention in a brief 10 week study and implement the strategies within their own homes. Additionally, positive changes were observed in the parents' behavior in areas not directly targeted within the intervention package, such as an increase in appropriate proximity and positive language while playing with their children. All infant and toddler participants within this study showed an increased use of functional verbal communication. This study found similar positive outcomes for parents and their children as previous parent-implement intervention studies for children with autism; therefore, this study provides empirical evidence that parents living in poverty with multiple risk factors are capable of implementing a social-communication intervention within their homes in order to positively influence their child's social communication development.
|Commitee:||Cheatham, Greg, Dozier, Claudia, Simpson, Richard, Thompson, Barbara, Warren, Steven|
|School:||University of Kansas|
|School Location:||United States -- Kansas|
|Source:||DAI-A 75/12(E), Dissertation Abstracts International|
|Subjects:||Social psychology, Early childhood education, Special education|
|Keywords:||Autism, Infant, Parent-implemented, Poverty, Social-communication, Toddler|
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