Skip to main content
SpringerLink
Log in

Disseminating ASD Interventions: A Pilot Study of a Distance Learning Program for Parents and Professionals

  • Original Paper
  • Published:
Journal of Autism and Developmental Disorders Aims and scope Submit manuscript

Abstract

There is a need for the adaptation of training in evidence-based interventions to non-traditional methods, particularly for individuals working with children with autism spectrum disorders (ASD). An internet-based self-directed distance learning program was created to teach reciprocal imitation training, a naturalistic behavioral intervention aimed at increasing imitation in children with ASD. A single-subject multiple-baseline design study evaluated the effect of the program on changes in therapist (sample 1) and parent (sample 2) knowledge and behavior, and changes in child behavior. Adult participants improved their knowledge and use of the intervention techniques, and child participants improved their rates of imitation. Results suggest that a self-directed distance learning program may be effective for disseminating evidence-based practices to individuals working with children with ASD.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4

Similar content being viewed by others

Notes

  1. Because the undergraduate participants had not received prior training, they were called therapists-in-training. However, for clarity and easy of communication, they will be referred to as “therapists” throughout the remainder of the text.

References

  • Abidin, R. R. (1995). Parenting stress index. Lutz, FL: Psychological Assessment Resources.

    Google Scholar 

  • Alpern, G. D. (2007). Developmental profile 3. Los Angeles, CA: Western Psychological Services.

    Google Scholar 

  • Baggett, K. M., Davis, B., Feil, E. G., Sheeber, L. B., Landry, S. H., Carta, J. J., et al. (2010). Technologies for expanding the reach of evidence-based interventions: Preliminary results for promoting social-emotional development in early childhood. Topics in Early Childhood Special Education, 29, 226–238.

    Article  PubMed  Google Scholar 

  • Baharav, E., & Reiser, C. (2010). Using telepractice in parent training in early autism. Telemedicine and E-Health, 16, 727–731.

    Article  PubMed  Google Scholar 

  • Benjamin, S. E., Tate, D. F., Bandgiwala, S. I., Neelon, B. H., Ammerman, A. S., Dodds, J. M., et al. (2008). Preparing child care health consultants to address childhood overweight: A randomized controlled trail comparing web to in-person training. Maternal and Child Health Journal, 12, 662–669.

    Article  PubMed  Google Scholar 

  • Berument, S., Rutter, M., Lord, C., Pickles, A., & Bailey, A. (1999). Autism screening questionnaire: Diagnostic validity. The British Journal of Psychiatry, 175, 444–451.

    Article  PubMed  Google Scholar 

  • Centers for Disease Control and Prevention. (2009). Prevalence of autism spectrum disorders—Autism and developmental disabilities monitoring network, United States, 2006. MMWR Surveillance Summary, 58, 1–20.

    Google Scholar 

  • Constantino, J. N., Davis, S. A., Todd, R. D., Schindler, M. K., Gross, M. M., Brophy, S. L., et al. (2003). Validation of a brief quantitative measure of autistic traits: Comparison of the social responsiveness scale with the autism diagnostic interview-revised. Journal of Autism and Developmental Disorders, 33, 427–433.

    Article  PubMed  Google Scholar 

  • Drew, A., Baird, G., Baron-Cohen, S., Cox, A., Slonims, V., Wheelwright, S., et al. (2002). A pilot randomised control of a parent training intervention for pre-school children with autism: Preliminary findings and methodological challenges. European Child and Adolescent Psychiatry, 11, 266–272.

    Article  PubMed  Google Scholar 

  • Edgington, E. S. (1996). Randomized single-subject research designs. Behaviour Research and Therapy, 34, 567–574.

    Article  PubMed  Google Scholar 

  • Elliott, S. N., & Treuting, M. V. (1991). The behavior intervention rating scale: Development and validation of a pretreatment acceptability and effectiveness measure. Journal of School Psychology, 29, 43–51.

    Article  Google Scholar 

  • Feil, E. G., Baggett, K. M., Davis, B., Sheeber, L., Landry, S., Carta, J. J., et al. (2008). Expanding the reach of preventive interventions: Development of an internet-based training for parents of infants. Child Maltreatment, 13, 334–346.

    Article  PubMed  Google Scholar 

  • Granpeesheh, D., Tarbox, J., Dixon, D. R., Peters, C. A., Thompson, K., & Kenzer, A. (2010). Evaluation of an eLearning tool for training behavioral therapists in academic knowledge of applied behavior analysis. Research in Autism Spectrum Disorders, 4, 11–17.

    Article  Google Scholar 

  • Gutstein, S., & Sheely, R. (2002). Relationship development intervention with young children: Social and emotional development activities for Asperger syndrome, autism, PDD, and NLD. London: Jessica Kingsley.

  • Hamad, C. D., Serna, R. W., Morrison, L., & Fleming, R. (2010). Extending the reach of early intervention training for practitioners: A preliminary investigation of an online curriculum for teaching behavioral intervention knowledge in autism to families and service providers. Infants and Young Children, 23, 195–208.

    Article  Google Scholar 

  • Hartmann, D. P. (1977). Considerations in the choices of interobserver reliability estimates. Journal of Applied Behavior Analysis, 10, 103–116.

    Article  PubMed  Google Scholar 

  • Harvey, A. C., Harvey, M. T., Kenkel, M. B., & Russo, D. C. (2010). Funding of applied behavior analysis services: Current status and growing opportunities. Psychological Services, 7, 202–212.

    Article  Google Scholar 

  • Hersen, M., & Barlow, D. H. (1976). Single case experimental designs: Strategies for studying behavior change. New York: Pergamon.

    Google Scholar 

  • Hollon, S. D., Muñon, R. F., Barlow, D. H., Beardslee, W. R., Bell, C. C., Bernal, G., et al. (2002). Psychosocial intervention development for the prevention and treatment of depression: Promoting innovation and increasing access. Biological Psychiatry, 52, 610–630.

    Article  PubMed  Google Scholar 

  • Ingersoll, B. (2010). Brief report: Pilot randomized controlled trial of reciprocal imitation training for teaching elicited and spontaneous imitation to children with autism. Journal of Autism and Developmental Disorders, 40, 1154–1160.

    Article  PubMed  Google Scholar 

  • Ingersoll, B., & Gergans, S. (2007). The effect of a parent-implemented imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163–175.

    Article  PubMed  Google Scholar 

  • Ingersoll, B., & LaLonde, K. (2010). The impact of object and gesture imitation training on language use in children with autism. Journal of Speech, Language, and Hearing Research, 53, 1040–1051.

    Article  PubMed  Google Scholar 

  • Ingersoll, B., Lewis, E., & Kroman, E. (2007). Teaching the imitation and spontaneous use of descriptive gestures to young children with autism using a naturalistic behavioral intervention. Journal of Autism and Developmental Disorders, 37, 1446–1456.

    Google Scholar 

  • Ingersoll, B., & Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36, 487–505.

    Article  PubMed  Google Scholar 

  • Kacir, C. D., & Gordon, D. A. (1999). Parenting adolescents wisely: The effectiveness of an interactive videodisk parent training program in appalachia. Child & Family Behavior Therapy, 21, 1–22.

    Article  Google Scholar 

  • Kazdin, A. E. (2008). Evidence-based treatment and practice: New opportunities to bridge clinical research and practice, enhance the knowledge base, and improve patient care. American Psychologist, 63, 146–159.

    Article  PubMed  Google Scholar 

  • Koegel, R. L., Bimbela, A., & Schreibman, L. (1996). Collateral effects of parent training on family interactions. Journal of Autism and Developmental Disorders, 26, 347–359.

    Article  PubMed  Google Scholar 

  • Koegel, R. L., Schreibman, L., Britten, K. R., Burke, J. C., & O’Neill, R. E. (1982). A comparison of parent training to direct child treatment. In R. L. Koegel, A. Rincover, & A. L. Egel (Eds.), Educating and understanding autistic children. San Diego, CA: College-Hill Press.

  • Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (2002). Autism diagnostic observation schedule. Los Angeles, CA: Western Psychological Services.

    Google Scholar 

  • MacKenzie, E. P., & Hilgedick, J. M. (1999). The computer-assisted parenting program (CAPP): The use of a computerized behavioral parent training program as an educational tool. Child & Family Behavior Therapy, 21, 23–42.

    Article  Google Scholar 

  • Mandel, U., Bigelow, K. M., & Lutzker, J. R. (1998). Using video to reduce home safety hazards with parents reported for child abuse and neglect. Journal of Family Violence, 13, 147–162.

    Article  Google Scholar 

  • National Research Council. (2001). Educating children with autism. Committee on educational interventions for children with autism. In C. Lord & J. P. McGee (Eds.), Division of behavioral and social sciences and education. Washington, DC: National Academy Press.

    Google Scholar 

  • Nefdt, N., Koegel, R., Singer, G., & Gerber, M. (2010). The use of a self-directed learning program to provide introductory training in pivotal response treatment to parents of children with autism. Journal of Positive Behavior Interventions, 12, 23–33.

    Article  Google Scholar 

  • Robbins, F. R., Dunlap, G., & Plienis, A. J. (1991). Family characteristics, family training, and the progress of young children with autism. Journal of Early Intervention, 15, 173–184.

    Article  Google Scholar 

  • Rogers, S. J., Hayden, D., Hepburn, S., Charlifue-Smith, R., Hall, T., & Hayes, A. (2006). Teaching young children with autism useful speech: A pilot study of the Denver model and PROMPT intervention. Journal of Autism and Developmental Disorders, 36, 1007–1024.

    Article  PubMed  Google Scholar 

  • Rutter, M., Bailey, A., & Lord, C. (2003). SCQ: The social communication questionnaire. Manual. Los Angeles, CA: Western Psychological Services.

    Google Scholar 

  • Scheuermann, B., Webber, J., Boutot, E. A., & Goodwin, M. (2003). Problems with personnel preparation in autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 197–206.

    Article  Google Scholar 

  • Sperry, L. A., Whaley, K. T., Shaw, E., & Brame, K. (1999). Services for young children with autism spectrum disorder: Voices of parents and providers. Infants & Young Children, 11, 17–33.

    Article  Google Scholar 

  • Stahmer, A. C., & Gist, K. (2001). The effects of an accelerated parent education program on technique mastery and child outcome. Journal of Positive Behavior Interventions, 3, 75–82.

    Article  Google Scholar 

  • Symon, J. B. (2001). Parent education for autism: Issues in providing services at a distance. Journal of Positive Behavior Interventions, 3, 160–174.

    Article  Google Scholar 

  • Taylor, T. K., Webster-Stratton, C., Feil, E. G., Broadbent, B., Widdop, C. S., & Severson, H. H. (2008). Computer-based intervention with coaching: An example using the incredible years program. Cognitive Behaviour Therapy, 37, 233–246.

    Article  PubMed  Google Scholar 

  • Thomson, K., Martin, G. L., Arnal, L., Fazzio, D., & Yu, C. T. (2009). Instructing individuals to deliver discrete-trials teaching to children with autism spectrum disorders: A review. Research in Autism Spectrum Disorders, 3, 590–606.

    Article  Google Scholar 

  • United States Census Bureau. (2009). Statistical Abstract of the United States: 2009.

  • Vismara, L. A., Young, G. S., Stahmer, A. C., Griffith, E. M., & Rogers, S. J. (2009). Dissemination of evidence-based practice: Can we train therapists from a distance? Journal of Autism and Developmental Disorders, 39, 1636–1651.

    Article  PubMed  Google Scholar 

  • Webster-Stratton, C., Hollinsworth, T., & Kolpacoff, M. (1989). The long-term effectiveness and clinical significance of three cost-effective training programs for families with conduct-problem children. Journal of Consulting and Clinical Psychology, 57, 550–553.

    Article  PubMed  Google Scholar 

  • Weingardt, K. R. (2004). The role of instructional design and technology in the dissemination of empirically supported, manual-based therapies. Clinical Psychology: Science and Practice, 11, 313–331.

    Article  Google Scholar 

Download references

Acknowledgments

We are grateful to the children, families and therapists-in-training who participated in this research. We would like to thank Nicole Bonter and the many undergraduate research assistance for their help with data collection.

Author information

Authors and Affiliations

  1. Department of Psychology, Michigan State University, East Lansing, MI, 48824, USA

    Allison L. Wainer & Brooke R. Ingersoll

Authors
  1. Allison L. Wainer
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Brooke R. Ingersoll
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Allison L. Wainer.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Wainer, A.L., Ingersoll, B.R. Disseminating ASD Interventions: A Pilot Study of a Distance Learning Program for Parents and Professionals. J Autism Dev Disord 43, 11–24 (2013). https://doi.org/10.1007/s10803-012-1538-4

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10803-012-1538-4

Keywords

Search

Navigation