Teaching Parents via Online Asynchronous Training to Use Speech-Generating Devices with Their Autistic Children: A Pilot Study

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Fischbacher, L., Dodds, R. L., & Tien, I. S. (2024). Teaching Parents via Online Asynchronous Training to Use Speech-Generating Devices with Their Autistic Children: A Pilot Study. Children, 11(10), 1194. https://doi.org/10.3390/children11101194

Publication date: 29 Sep 2024 Added to AutiHub: 17 Sep 2026 Type: Article Article language: English
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Authors

Publication authors
3
Publication authors identified as autistic
1 / 3 (33.3%)
  1. Lauren Fischbacher
  2. Robin L. Dodds
  3. Ingrid S. Tien *

Abstract

Background/Objectives: Telepractice interventions have been found to alleviate barriers families face when seeking communication interventions. This study is a multiple-baseline single-subject design that measures parent communication opportunities and parent responsiveness to determine if parent training through online modules created for parents of children with communication support needs can be effective for training parents of autistic children with communication support needs. Methods: This study replicates work by utilizing online training used as well as the same variables and definitions. This study expands the original study by providing the children with speech-generating devices (SGDs). SGDs are an assistive technology tool to increase language production and give access to language to minimally verbal autistic people. A central difference between this study and study is that the only training parents received was the online modules and written instructions to set up the SGD. Results: Overall, the POWR modules appear to positively impact the communication opportunities provided by the parent during play and activities, increase child communication, and improve parent proficiency in implementing the POWR strategy. Conclusions: There is a need for a larger single-case study or a randomized control trial to replicate these findings. Additional instruction may be needed for parents of children with autism around responsive interactions. This study adds to innovative ways of providing family-centered training and access to AAC for those with barriers to service.

Bibliography cited by this reference

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Cited bibliography overview

These indicators describe the bibliography cited by this publication. An author name is counted each time it appears in one cited reference, so the same person can be counted more than once. Names not yet linked to an author already present in AutiHub are treated as unknown, not as non-autistic. Last computed: 20 Sep 2026 01:01.

Cited references
42
With a DOI
35
Without a DOI, from raw bibliography text
7
3 / 42 (7.1%) cited references include at least one author identified as autistic.
References with data to complete
3 / 42 (7.1%)
References with detected author names
39 / 42 (92.9%)
Without detected author names
3
Without a structured title
3
Without a stable identifier
7
References with raw author names still to review
3
References with external metadata lookup issues
0
These indicators apply to cited references displayed on this page, after technical duplicates have been merged. A reference without a DOI can still support author statistics when a title and author names are available.
Author names detected in the cited bibliography
130
From DOI or external metadata
130
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
6
19 / 130 (14.6%) names are linked to an author already present in AutiHub. 111 / 130 (85.4%) names are not yet linked.
Names linked to a person identified as autistic
3 / 130 (2.3%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 3 / 19 (15.8%). Distinct people identified as autistic: 1 / 116 (0.9%).
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