Brief Report: A Pilot Online Pivotal Response Treatment Training Program for Parents of Toddlers with Autism Spectrum Di
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BRIEF REPORT
Brief Report: A Pilot Online Pivotal Response Treatment Training Program for Parents of Toddlers with Autism Spectrum Disorder Elizabeth McGarry1 · Ty Vernon1 · Anisha Baktha1
© Springer Science+Business Media, LLC, part of Springer Nature 2019
Abstract Despite advances in evidence-based treatment for autism spectrum disorder (ASD), disparities in service access remain a serious concern. Current treatment models may not be feasible for families who live in remote geographical regions or have limited resources. To address this, studies have begun to explore parent-implemented interventions via an online format. The current study examined a new online course designed to help parents implement Pivotal Response Treatment (PRT) for their toddler with ASD. Parents submitted videos of parent–child interactions which were coded for fidelity of implementation (FOI) and social communicative behaviors. The data indicate that PRT fidelity and child behaviors significantly improved following course participation. This suggests that an online intervention may be a feasible approach to disseminating PRT strategies. Keywords Autism spectrum disorder · Parent-implemented intervention · Pivotal response treatment · Online training · Telehealth The last 25 years have generated historic advances in the treatment of Autism Spectrum Disorder (ASD). More evidence-based interventions are available now than ever before, and new research is being produced at an unprecedented rate (IACC 2014). These advances have altered the trajectory of the disorder, as individuals with ASD are now achieving outcomes once thought to be impossible. While ASD was once associated with a poor prognosis, research indicates that children who receive the latest naturalistic developmental behavioral interventions (NDBIs; Schreibman et al. 2015) experience widespread gains in cognitive ability, adaptive behaviors, and social communication skills (e.g., Dawson and Bernier 2013). In fact, some children who receive intensive early intervention may advance to a point * Elizabeth McGarry [email protected] Ty Vernon [email protected] Anisha Baktha [email protected] 1
Koegel Autism Center, Department of Counseling, Clinical, and School Psychology, Gevirtz Graduate School of Education, University of California Santa Barbara, Santa Barbara, CA 93106‑9490, USA
where they no longer meet diagnostic criteria (Kelley et al. 2010). Unfortunately, not all children have been able to reap the benefits of this progress. Research highlights a concerning divide between research and practice; many families experience barriers preventing access to high quality, evidencebased intervention (Johnson and Hastings 2002; McIntyre and Barton 2010). Limitations of current treatment models, including the associated financial burden and extensive time commitment required, prove prohibitive for many. Additionally, there is significant imbalance in the geographical distribution of service providers who are well-trained and able to effectively implement evidence-ba
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