Autism spectrum disorder: communicative profile before and after remote family guidance.

This study looked at whether online parent training could help improve communication in children with autism. Parents attended online sessions and received guidance materials about supporting their child's communication. After the training, children showed significant improvements in how often they communicated, the variety of ways they communicated, and how much they participated in conversations. Most children reached typical communication levels for their age.

This suggests that teaching parents communication strategies online can be an effective way to help autistic children develop better communication skills.

This study evaluated the effectiveness of remote family guidance on communication skills in children aged 2-9 years with autism spectrum disorder or at risk for ASD. Parents received online guidance meetings with slides and booklets, learning strategies to support their child's communication development. Using 10-minute video recordings analyzed before and after intervention, researchers found statistically significant improvements in children's communicative acts per minute, number of communicative functions used, and communicative space occupied. Most children also reached age-appropriate levels of communicative acts following the intervention.

The findings suggest that indirect treatment through parent training can effectively enhance pragmatic communication abilities in children with ASD.

Remote parent guidance appears effective for improving pragmatic communication skills in children with ASD. This approach could increase access to intervention services, particularly for families with geographic or logistical barriers. The intervention's focus on training parents as communication partners may provide sustainable, naturalistic support for children's ongoing communication development in daily contexts.

Sample size not reported, limiting generalizability. No control group mentioned, making it unclear if improvements were due to intervention or natural development. Study type not specified. Limited follow-up information provided regarding long-term maintenance of communication gains.

To compare the communicative profile of children diagnosed with or at risk for autism spectrum disorder before and after speech-language-hearing guidance (indirect treatment). The study included caregivers and/or parents of children aged 2 to 9 years with a diagnosis of or at risk for autism spectrum disorder, with or without speech-language-hearing therapy. Before the intervention, caregivers answered the sample characterization form and clinical history. They also sent a 10-minute audio and video recording of interaction between the child and a familiar adult for pragmatic analysis based on the ABFW Child Language Test.

The intervention included online guidance meetings with slides and guidance booklets. After the intervention, a new video of child-adult interaction was collected for pragmatic analysis. There was a statistically significant increase in the number of communicative acts per minute, the number of communicative functions used, and the communicative space occupied by the children from before to after the intervention. Most children changed their preferred means of communication and increased the number of responses, although these changes were not statistically significant.

After the guidance meetings, most participants reached the age-appropriate number of communicative acts. Indirect treatment is a good tool to benefit the pragmatic abilities of children with autism spectrum disorder.