Background: Many children with autism spectrum disorder (ASD) are unable to benefit from timely interventions. This research aimed to indirectly enhance play and communication skills in ASD children by providing a video educational package and distance education for their parents.
Methods: In this clinical trial study, 32 parents and their children with ASD were randomly assigned to either the intervention or waitlist control groups. The intervention group received an educational video package along with 24 one-hour online sessions. The frequency of communication, engagement in functional games, and the use of conventional and unconventional gestures were assessed before, immediately after, and 3 months following the completion of the intervention in the participating children. The variables were analyzed within and between the two groups using a mixed between-within-subjects analysis of variance (ANOVA).
Results: The intervention group achieved significantly higher scores than the control group in the frequency of communication ( = 0.003), functional play ( < 0.001), and conventional gestures ( < 0.001). Conversely, the intervention group had significantly lower scores than the control group in unconventional gestures ( < 0.001).
Conclusion: The observed improvements in both parents and children within the intervention group provide compelling support for the effectiveness of telepractice in speech therapy. This suggests that incorporating remote training methods into speech therapy sessions could enhance access for children with ASD to these interventions.
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| http://dx.doi.org/10.47176/mjiri.38.72 | DOI Listing |
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