Document Type

Article

Publication Date

2021

Keywords

Culturally and linguistically diverse, bilingual, autism spectrum disorder, telepractice, parent coaching, communication intervention

Abstract

Individuals with autism spectrum disorder from bilingual homes have to learn two languages and to discriminate which language to use across settings and people. Language instruction for this population is complicated by the core deficits in social-communication common in individuals with autism spectrum disorder. Language barriers create conflict between families and practitioners. Using a single case, multiple probe design across three parent-child dyads between 3-6 years from culturally and linguistically diverse backgrounds, the present study examined the effect of telepractice-based parent coaching in a multimodal communication intervention. Culturally responsive approaches were integrated within the coaching model, including targeted interview questions. Results indicate that the use of culturally-responsive telepractice parent coaching was effective. We can conclude that this approach can be a beneficial tool to help family members improve communication for bilingual children with autism spectrum disorder.

Digital Object Identifier (DOI)

https://doi.org/10.1177/01626434211033604

Comments

This is the author accepted manuscript version of the published article:

Yllades, V., Ganz, J.B. Wattanawongwan, S., Dunn, C., Pierson, L. M. (2021). Parent Coaching via Telepractice for Children from Latinx Backgrounds with Autism Spectrum Disorder. Journal of Special Education Technology. https://doi.org/10.1177/01626434211033604

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