Caregiver Involvement in Communication Skills for Individuals with ASD and IDD: a Meta-analytic Review of Single-Case Re
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REVIEW PAPER
Caregiver Involvement in Communication Skills for Individuals with ASD and IDD: a Meta-analytic Review of Single-Case Research on the English, Chinese, and Japanese Literature Ching-Yi Liao 1 & J. B. Ganz 2 & Kimberly J. Vannest 3 & Sanikan Wattanawongwan 2 & Lauren M. Pierson 2 & Valeria Yllades 2 & Yi-Fan Li 2 Received: 28 February 2020 / Accepted: 1 October 2020 # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract The current meta-analytic review analyzed 43 studies published in English, Chinese, and Japanese to determine the effects of caregiver involvement for promoting communication skills of individuals with ASD and IDD. Tau-U effect sizes, the KruskalWallis H test, and the Dunn post hoc test were employed to calculate for moderator analyses: child age, settings, service delivery formats, and dosages of services provided to caregivers. The overall effect size for family involvement had a moderate effect on child communicative outcomes, as well as on child ages, settings, delivery formats, and dosages of services provided to caregivers of individuals with ASD and IDD. A statistically significant difference was found in children’s communication outcomes between the four dosage groups of services provided to caregivers. Keywords Caregiver involvement . Service delivery . Communication intervention . Autism spectrum disorder . Intellectual/ developmental disability
Autism spectrum disorder (ASD) is characterized by impairments in social interaction, language, and communication as well as restricted interests and repetitive behaviors. Intellectual/developmental disability (IDD; or intellectual disability) is characterized by intellectual and adaptive functioning deficits in conceptual, social, and practical domains (DSM-V; American Psychiatric Association 2013). One of the common defining features of ASD and IDD is a functional
limitation in communication and social participation like initiations, joint attention, capacity for vocal communication, and symbol use (American Psychiatric Association 2013; Greenspan and Wieder 1999; National Research Council 2001; Sappok et al. 2017). Children with ASD and IDD often fail to develop the ability to initiate conventional communication and establish and maintain social reciprocity for daily needs across different contexts like the home, school, and
Portions of this study were previously published as part of the first author’s doctoral dissertation. * Ching-Yi Liao [email protected]
Valeria Yllades [email protected] Yi-Fan Li [email protected]
J. B. Ganz [email protected] Kimberly J. Vannest [email protected]
1
School of Communication Sciences and Disorders, University of Central Florida, 3280 Progress Drive, Suite 250, Orlando, FL 32826, USA
Sanikan Wattanawongwan [email protected]
2
Department of Educational Psychology, Texas A&M University, 4225 TAMU, College Station, TX 77843-4225, USA
Lauren M. Pierson [email protected]
3
Department of Education, University of Vermont, 85 S. Prospect Street,
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