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An examination of parent-child dyadic interaction and the impact of a parent-training program designed to support the language development of toddlers diagnosed with autism spectrum disorder (ASD) Open Access

Descriptions

Other title
Subject/Keyword
autism
interaction
intervention
parent
language
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Patterson, Stephanie Yoshiko
Supervisor and department
Smith, Veronica (Educational Psychology)
Examining committee member and department
McQuarrie, Lynn (Educational Psychology)
McFarlane, Lu-Anne (Speech Pathology and Audiology
Department
Department of Educational Psychology
Specialization

Date accepted
2010-08-12T21:36:09Z
Graduation date
2010-11
Degree
Master of Education
Degree level
Master's
Abstract
Parents can effectively facilitate positive child behaviour change (Kaiser & Hancock, 2003). Their inclusion as interventionists is an essential component of autism intervention (NRC, 2001) and represents a natural step toward consistent early intervention. However, what constitutes effective delivery of parent programs and their effect outside research settings is limited. The present study explored patterns of change in parent-child communication in the child’s natural language learning environment after participation in Hanen’s More Than Words program. Four patterns of change in the quality and quantity of parent-child talk and language were observed. Overall, parents increased talk immediately after intervention but failed to maintain the increase. Children demonstrated significant changes in gestures, receptive language and frequency of coordinated joint attention.
Language
English
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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