The COVID-19 pandemic has accelerated the adoption of telepractice for delivering educational and therapeutic services, particularly for children with autism spectrum disorder (ASD). The study titled "Feasibility and Initial Efficacy of an Adapted Telepractice Listening Comprehension Intervention for School-Aged Children with Autism" provides critical insights into the effectiveness of remote interventions. This blog aims to help practitioners enhance their skills by implementing the study's findings or encouraging further research.
Study Overview
The study evaluated an 11-week listening comprehension intervention called Building Vocabulary and Early Reading Strategies (BVERS), delivered remotely to 14 elementary-aged children with autism. The children were randomly assigned to two groups: BVERS only, and BVERS with a parent instructional component (BVERS+PC). The intervention aimed to improve listening comprehension, a precursor to reading comprehension, which is often a challenge for children with autism.
Key Findings
- The intervention was feasible to implement remotely, with high attendance and minimal attrition.
- Parents were generally satisfied with the intervention, although some felt additional scaffolds were needed for children with more significant language needs.
- Statistically significant improvements were observed in listening comprehension but not in narrative retell or vocabulary.
- No significant differences were found between the BVERS and BVERS+PC groups, suggesting that the parent component may not be necessary for all children.
Implications for Practitioners
Based on the study's findings, practitioners can enhance their telepractice interventions by focusing on the following areas:
1. Feasibility and Engagement
Ensuring high attendance and engagement is crucial. The study showed that remote sessions could be effectively integrated into families' routines. Practitioners should consider:
- Providing clear instructions and reminders to parents to reduce tardiness.
- Using visual supports and interactive activities to maintain children's attention.
2. Parent Involvement
While the study found no significant difference between the BVERS and BVERS+PC groups, parent involvement can still be beneficial. Practitioners can:
- Offer training and resources to parents to support their children's learning at home.
- Encourage parents to engage in additional read-aloud sessions to reinforce comprehension strategies.
3. Tailoring Interventions
Given the variability in language needs among children with autism, practitioners should:
- Customize interventions to include additional scaffolds and visual supports for children with more significant language challenges.
- Regularly assess and adjust the intervention based on individual progress and engagement levels.
Future Research Directions
The study highlights the need for further research to explore:
- The long-term efficacy of telepractice interventions on various language and reading outcomes.
- The impact of different levels of parent involvement on children's progress.
- Strategies to enhance engagement and reduce distractions in remote settings.
To read the original research paper, please follow this link:
Feasibility and Initial Efficacy of an Adapted Telepractice Listening Comprehension Intervention for School-Aged Children with Autism.
