Poster #194 - Building Perspectives: A Parent-implemented Social Cognitive Intervention for Children with ASD

• In Event: 2-163 - Poster Session 08
  In Poster Session: PS 08 Section - Social Cognition

Integrative Statement

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by persistent deficits in social communication skills and restricted/repetitive behaviors or interests (APA, 2013). Children with ASD show significant deficits in social communication (Bauminger, 2007) and find it challenging to engage in social behaviors that are important for developing and maintaining relationships (Bauminger et al., 2010). These difficulties place children with ASD at risk for bullying, which may help to explain why they experience greater peer rejection and victimization (Humphrey & Symes, 2010). As a result, there has been great interest in determining whether interventions designed to target social cognitive skills can assist in providing children with ASD with the tools necessary to navigate the social world. Parent training typically is not the primary focus of social cognitive interventions, which is curious given that parent-child interactions are important for the development of children’s social skills because they provide a context for learning about emotional cues, social rules, and social problem solving. As such, it is critical that parents have an active role in the developmental services that their children receive.

In the current study, we qualitatively evaluated parent perceptions of the impact of a parent focused intervention (Talkability™) aimed at improving social cognitive skills in verbal children with ASD. Parents were placed in an Intervention (n = 5) or Delayed Intervention (n = 4) group and interviewed: a) Pre intervention, b) Post intervention, and c) ~6-9 months post intervention (Follow up). Interviews consisted of open-ended questions regarding current experiences with their child and general opinions about TalkAbility™. Interviews were recorded and transcribed verbatim. Open coding was conducted on the data, followed by axial coding.

Pre intervention, parent responses indicated common difficulties in communicative interactions around abstract concepts (e.g., emotional states), and excitement and optimism about TalkAbility™ (e.g., it seemed perfect for their child’s current capabilities). Post intervention, parents appeared more aware of viewing the world from their child’s perspective and had learned to pay closer attention to what their child was communicating so they could maximize opportunities for learning. Parents indicated that they found the program “very helpful”, particularly with respect to the specific learning tools used throughout the program and interactions with parents who were experiencing similar difficulties. Follow up interviews indicated parents were continuing to use child-focused strategies for improving socialization that they had learned from TalkAbility™. In particular, parents noted they were continuing to give their children more time to reciprocate in conversations.

In summary, this study shows that parents experienced high satisfaction with TalkAbility™ and were able to describe specific strategies they learned, which they perceived as benefitting their child’s social cognitive skills. Post and follow up interviews also highlight that parents continued to use specific strategies they learned despite feeling, at times, that they may have forgotten some. Additionally, responses underscore that parents valued not only TalkAbility™ itself but also being able to interact with other parents in the program.

Authors

• Ashley Toohey, University of Western Ontario
  Presenting Author

• Nancie Im-Bolter, Trent University
  Non-Presenting Author

• Elaine Weitzman, The Hanen Centre
  Non-Presenting Author