Feasibility and Initial Efficacy of an Adapted Telepractice Listening Comprehension Intervention for School-Aged Children with Autism.

Researchers tested an online listening program called BVERS for 14 primary school children with autism over 11 weeks. Some families also received parent training. All parents were happy with how the program was delivered, and 8 out of 10 were pleased with their child's progress. Children improved their listening comprehension skills, but didn't show gains in storytelling or vocabulary. Both groups (with and without parent training) had similar results.

This randomized controlled trial examined the feasibility and initial efficacy of Building Vocabulary and Early Reading Strategies (BVERS), an 11-week telepractice listening comprehension intervention for 14 elementary-aged children with autism. Participants were randomly assigned to BVERS alone or BVERS with parent instruction. The intervention demonstrated feasibility with high parent satisfaction rates (100% satisfied with implementation, 80% satisfied with outcomes). Statistical analysis showed significant improvement in listening comprehension post-intervention, though no gains were observed in narrative retell or vocabulary skills.

No differences were found between the two intervention groups, suggesting similar effectiveness regardless of parent instructional component inclusion.

Results suggest telepractice delivery of listening comprehension interventions is feasible for autistic children. However, the small sample and limited gains beyond listening comprehension indicate need for larger trials and broader outcome assessment before clinical implementation recommendations.

Very small sample size (n=14) limits generalizability. Short-term follow-up only. Limited outcome measures assessed. Lack of control group receiving no intervention. Statistical power concerns given sample size may affect reliability of null findings for vocabulary and narrative skills.

This study evaluates the feasibility and initial efficacy of an 11-week listening comprehension intervention, Building Vocabulary and Early Reading Strategies (BVERS) that was delivered remotely to 14 elementary-aged children with autism spectrum disorder. Children were randomly assigned to one of two groups: BVERS only, or BVERS with a parent instructional component (BVERS + PC). Results indicate that the intervention was feasible to implement. All parents were satisfied with intervention implementation, and 8 of 10 stated that they were satisfied with their child's outcomes following the intervention.

Results of a Wilcoxon signed-rank test showed growth in listening comprehension following the intervention, but no growth in narrative retell or vocabulary. There were no group differences in change scores from pre- to post-test.