TitleThe Home TEACCHing Program
NameWelterlin, Aurelie (author), Harris, Sandra (chair), Delmolino, Lara (internal member), Mesibov, Gary (outside member), Rutgers University, Graduate School of Applied and Professional Psychology,
Parents of autistic children--Training of,
Autism in children--Treatment,
DescriptionThe current study evaluated the efficacy of the Home TEACCHing Program, a low-cost, short-term comprehensive parent training intervention for children with autism and their families based on the TEACCH model. Parents were taught in their home to work with their two and three year old children on a variety of curriculum areas. Ten children and their parents were matched based on age and functioning level to form five pairs. One member of each pair was randomly assigned to treatment and the other to a waitlist group and they were compared at both pre-treatment and post-treatment on formal dependent measures of child adaptive functioning, maladaptive behavior, and developmental levels and on parent knowledge and parent stress using an independent samples t-test. Direct behavioral measures of child and parent behavior were also collected and compared across matched pairs using a multiple baseline probe design. The results of a one-tailed independent t-test indicated that the treatment group showed significantly more improvement on the Fine Motor subtest of the Mullen Early Learning Scales (Mullen, 1995), t(8) = -2.43, p = 0.02, the Parent Stress subtest of the Parenting Stress Index (Abidin, 1995), t(8) = 2.167, p = 0.03, and the externalizing maladaptive, t(8) = -2.70, p = 0.01, and the generalized maladaptive behavior subscales, t(8) = -4.96, p = .0005 of the Scales of Independent Behavior –Revised (SIB-R) (Bruininks, Woodcock, Weatherman & Hill, 1996). Additional measurable but not statistically significant improvements were also found. The results of the multiple baseline probe design showed robust support for increases in child independent functioning, parent set-up behavior, and parent use of non-verbal and total effective prompts, and decreases in parent use of total ineffective prompts. The implications of these results are discussed.
NoteIncludes bibliographical references (p. 110-120)
Noteby Aurelie Welterlin
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.