Finding 25 Hours: Active Engagement Training for Parents of Children With Autism

Abstract

The National Research Council recommends 25 hr per week of active engagement for children with Autism Spectrum Disorder (ASD). This clinical brief describes a parent training program (PACE-CPI) designed to increase active engagement episodes between parents and children with autism. Observations from this program’s introductory use with one family and suggestions for further development are provided.

Keywords

Autism Spectrum Disorder active engagement parent training routines

Get full access to this article

View all access options for this article.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.

American Speech-Language-Hearing Association. (2019). Caseload and workload. https://www.asha.org/practice-portal/professional-issues/caseload-and-workload/

Antezana

Scarpa

Valdespino

Albright

Richey

J. A.

(2017). Rural trends in diagnosis and services for autism spectrum disorder. Frontiers in Psychology, 8, Article 590. https://doi.org/10.3389/fpsyg.2017.0059

Centers for Disease Control and Prevention. (2018). Data & statistics on Autism Spectrum Disorder. https://www.cdc.gov/ncbddd/autism/data.html

Committee on Educational Interventions for Children with Autism. (2001). Early intervention is key to educating children with autism. http://www8.nationalacademies.org/onpinews/newsitem.aspx?RecordID=10017

Ellis

Deshler

Lentz

Schumaker

Clark

(1991). An instructional model for teaching learning strategies. Focus on Exceptional Children, 23(6), 1–24.

Greenwood

C. R.

Horton

B. T.

Utley

C. A.

(2002). Academic engagement: Current perspectives on research and practice. School Psychology Review, 31, 328–349. http://www.naspweb.org/publications/index.html

Hartley

(2004). Rural health disparities, population health, and rural culture. American Journal of Public Health, 94, 1675–1978. https://doi.org/10.2105/AJPH.94.10.1675

Ingersoll

Dvortcsak

(2010). Teaching social communication to children with autism: A practitioners’ guide to parent training. Guilford Press.

10.

Kent-Walsh

McNaughton

(2005). Communication Partner Instruction in AAC: Present practice and future directions. Augmentative and Alternative Communication, 21(3), 195–204. https://doi.org/10.1080/07434610400006646

11.

Killmeyer

Kaczmarek

(2017). Parent training and joint engagement in young children with Autism Spectrum Disorders. Autism & Developmental Language Impairment, 2, 1–16. http://doi.org/10.1177/2396911517699214

12.

Klem

A. M.

Connell

J. P.

(2004). Relationship matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74, 262–273. https://doi.org/10.1111/j.1746-1561.2004.tb08283.x

13.

Leekman

S. R.

Prior

M. R.

Uljarevic

(2011). Restricted and repetitive behaviors in autism spectrum disorder: A review of research in the last decade. Psychological Bulletin, 137, 562–593. https://doi.org/10.1037/a0023341

14.

National Research Council. (2001). Educating children with autism. Committee on Educational Interventions for Children With Autism.

15.

Ogletree

B. T.

Rose

Hambrecht

(2019). Evidence-based methods for teaching school-age children and youth with autism spectrum disorder and complex communication needs. In Ganz

J. B.

Simpson

R. L.

(Eds.), Interventions for individuals with autism spectrum disorder and complex communication needs (pp. 193–224). Paul H. Brookes.

16.

Richler

Huerta

Bishop

S. L.

Lord

(2010). Developmental trajectories of restricted and repetitive behaviors and interests in children with autism spectrum disorder. Development and Psychopathology, 22, 55–69. https://doi.org/10.1017/s0954579409990265

17.

Rotheram-Fuller

Kasari

Chamberlain

Locke

(2010). Social involvement of children with autism spectrum disorders in elementary school classrooms. Journal of Child Psychology and Psychiatry, 51, 1228–1234. https://doi.org/10.111/j.1469-7610.2010.0222-y

18.

Sparapani

Morgan

Reinhardt

V. P.

Schatschneider

Wetherby

A. M.

(2016). Evaluation of classroom active engagement in elementary students with autism spectrum disorder. Autism Developmental Disorder, 46, 782–796. https://doi.org/10.1007/s10803-015-2615-2

19.

Walker

B. L.

(2017). Evaluating the effectiveness of combined emotion recognition and emotion regulation intervention for preschool children with autism spectrum disorder [Unpublished doctoral dissertation]. Miami University.

20.

Wannenburg

Van Niekerk

(2018). Early diagnosis and intervention for autism spectrum disorder in Africa: Insights from a case study. African Health Science, 18, 137–146. https://doi.org/10.4314/ahs.v18i1.18

21.

Wetherby

A. M.

Guthrie

Woods

Schatschneider

Holland

R. D.

Morgan

Lord

(2014). Parent-implemented social intervention for toddlers with autism: An RCT. Pediatrics, 134, 1084–1093. https://doi.org/10.1542/peds.2014-0757

22.

Wong

Odom

Hume

Cox

Fetting

Kucharczyk

Brook

M. E.

Plavnick

J. B.

Fleury

V. P.

Schultz

(2013). Evidence-based practice for children, youth, and young adults with autism spectrum disorder [Rep.]. The University of North Carolina at Chapel Hill.