Coaching Caregivers to Teach Responding to Joint Attention for Toddlers with Autism

Author:

Kim Gospel Y.1ORCID,Tuck Kathleen N.2ORCID,J. Malone Elisabeth2,Bigelow Kathryn M.3

Affiliation:

1. Department of Psychiatry and Behavioral Sciences, University of California-Davis, MIND Institute, Sacramento, CA, USA

2. Department of Special Education, University of Kansas, Lawrence, KS, USA

3. Juniper Gardens Children’s Project, University of Kansas, Lawrence, KS, USA

Abstract

We examined the effectiveness of coaching on caregiver implementation of responding to joint attention (RJA) intervention for toddlers with autism. We used a nonconcurrent multiple-baseline across participants single-case research design to examine the relation between coaching practices and caregivers’ RJA intervention implementation behaviors. Results indicated caregiver coaching that incorporated a behavioral skills training model was an effective approach for coaching caregivers on RJA intervention and resulted in caregivers’ improved use of intervention procedures. All three toddlers with autism demonstrated an increased number of correct RJA behaviors; however, the level of behavioral change varies across children.

Publisher

SAGE Publications

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