BUG-IN-EAR eCOACHING TO ENHANCE PARENTS’ USE OF EMBEDDED LEARNING OPPORTUNITIES WITH PRESCHOOL-AGE CHILDREN WITH AUTISM SPECTRUM DISORDER

Abstract

The increasing prevalence of autism spectrum disorder (ASD) has heightened the need for effective communication interventions. Parents are key partners in intervention and, with appropriate support, can serve as effective intervention agents. However, parents often require ongoing support to implement evidence-based practices. The purpose of this study was to experimentally evaluate the effects of online Bug-in-Ear (BIE) eCoaching on parents’ fidelity of embedded choice-making during family routines with their preschool-aged children with ASD. This study also examined the generalization and maintenance, children’s communicative responses, and parents’ perceptions of the intervention. A single-subject nonconcurrent multiple- baseline design across two parent–child dyads was used. Results indicated that parents increased their correct implementation of embedded choice-making following online BIE eCoaching. Parents maintained and generalized the strategy. One child demonstrated increases in communicative responses. Social validity data indicated that parents viewed the intervention as acceptable. Implications for practice, limitations, and directions for future research are discussed.