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Improving Functional Language and Social Motivation with a Parent-Mediated Intervention for Toddlers with Autism Spectrum Disorder

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Abstract

Recent research suggests that children with autism spectrum disorder (ASD) may now be reliably identified in later infancy, highlighting the need for empirically-validated interventions for infants and toddlers with early symptoms of ASD. Using a multiple baseline design across 15- to 21-month-old toddlers, this study implemented a brief, parent-mediated, Pivotal Response Treatment program, focusing on improving expressive communication. The results indicated that verbal communication improved as a consequence of the intervention, with concomitant improvements in untreated areas for all participants. Following the intervention, symptoms of autism decreased and parents reported satisfaction with the program’s ease of implementation and observed child gains. The results are discussed in terms of developing very early interventions to improve developmental trajectories for infants and toddlers.

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Acknowledgments

This study was funded in part by an Autism Science Foundation predoctoral fellowship (PI: Bradshaw) and by the National Institutes of Health grant #DC010924 (PI: Robert Koegel). We would like to thank research assistant Hannah Reshes for her considerable work for this project and Dr. Ty Vernon for his assistance in participant characterization. This study would not have been possible without the dedication of the families and we express our sincere appreciation for their participation. Drs. Robert and Lynn Koegel are partners in the private company Koegel Autism Consultants, LLC.

Author Contributions

JB, LKK, and RLK conceived of the study, and participated in its design and coordination and helped to draft the manuscript. All authors read and approved the final manuscript.

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  1. Jessica Bradshaw

    Present address: Department of Pediatrics, Marcus Autism Center, Children’s Healthcare of Atlanta, Emory University School of Medicine, Atlanta, GA, USA

Authors and Affiliations

  1. Counseling/Clinical/School Psychology Department, University of California, Santa Barbara, CA, USA

    Jessica Bradshaw, Lynn Kern Koegel & Robert L. Koegel

  2. Department of Psychiatry, University of California, Palo Alto, CA, USA

    Jessica Bradshaw, Lynn Kern Koegel & Robert L. Koegel

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  1. Jessica Bradshaw
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Correspondence to Lynn Kern Koegel.

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Bradshaw, J., Koegel, L.K. & Koegel, R.L. Improving Functional Language and Social Motivation with a Parent-Mediated Intervention for Toddlers with Autism Spectrum Disorder. J Autism Dev Disord 47, 2443–2458 (2017). https://doi.org/10.1007/s10803-017-3155-8

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