THE USE OF TELEPRACTICE FOR COMMUNICATION AND BEHAVIORAL CHALLENGES FOR INDIVIDUALS WITH ASD AND ID

Abstract

Currently, the rate of individuals with autism spectrum disorder (ASD) is growing and further research is needed to understand what evidence-based practices are effective for this population. To contribute further to the already existing literature, the three studies expand on previous reviews and studies by adding information on whom these intervention best serve. The first review is a meta-analysis, which examines four moderators for individuals with ASD and intellectual disability (ID). The authors evaluated the effects of dosage, feedback, age, and years of training for interventionists on social communication and challenging behavior for individuals with ASD and ID. Although there were no statistically significant differences within the moderators, further inspection is warranted. Findings indicate moderate or small effect on social communication or challenging behavior for individuals with ASD and ID. Limitations and future research is discussed. The second study reviews the quality of single case and group design studies using Standards for Excellence in Education Research (SEER) and an adaptation of What Works Clearinghouse (WWC) for 30 studies. The studies included individuals with ASD or ID who were working towards improving their social communication skills or decreasing challenging behavior. Several implications for practitioners and researchers were expanded on. The third was a single case study with three parent-child dyads who are from Spanish speaking homes and have ASD as a diagnosis. Parents were taught a multimodal communication intervention using telepractice as a delivery mode in their own natural environment.