Abstract
This study used a video prompting intervention to overcome language barriers between English-speaking trainers and Spanish-speaking immigrant parents of children with autism. Parents were taught instructional skills targeting independent dressing. A multiple baseline design across three families and a replication using an alternating treatments design with a fourth family were used to evaluate the effects of the intervention. All mothers reached mastery criterion and generalization of instructional skills was observed for three mothers, with treatment gains maintaining during follow-up. Improvement in independent dressing skills was observed for four children. Findings suggest that video prompting can be used to teach immigrant parents of children with autism who have limited English proficiency when there is a language mismatch between parents and trainers.
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This study was partially funded by The University of Texas at Austin College of Education Graduate Student Research Grant.
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NL was responsible for the conception of the study, the acquisition, analysis and interpretation of the data, as well as the drafting and revising of the manuscript. MFO contributed to the conception of the study, the interpretation of the data, as well as the revising of the manuscript. FVL contributed to the conception of the study as well as the acquisition and analysis of data. AR contributed to the conception of the study as well as the acquisition and analysis of data. All authors have given final approval of the version to be published.
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Approval was obtained from the Institutional Review Board to conduct this study and procedures complied with all requirements.
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Informed consent to participate and data published was obtained from all parents. Participants’ names have been changed to protect their identities.
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Lim, N., O’Reilly, M.F., Londono, F.V. et al. Overcoming Language Barriers between Interventionists and Immigrant Parents of Children with Autism Spectrum Disorder. J Autism Dev Disord 51, 2876–2890 (2021). https://doi.org/10.1007/s10803-020-04754-3
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DOI: https://doi.org/10.1007/s10803-020-04754-3