ABSTRACT

Objective : This study investigated the effects of highly-structured parenting instruction training for 3 autistic primary students.Methods : The participants showed autistic disorders in social skills, and communication and behavioral problems. Employing a multiple-baseline design across subjects, researchers evaluated such behavioral problems as aggression, yelling, and self-injury, and communication functions such as the use of vocabulary and means of language utterances. A parent-instructor training procedure was conducted in a classroom consisting of interesting materials in 5 areas.Results : During intervention, the participant improved their frequency of vocabulary, but their behavioral problems remained steady. In case, Subject 1’s behavioral problem frequency was 15.3 at baseline, 12.5 during intervention, and 15.5 during the maintenance phase. Subject 2’s were 6.3 at baseline, 7.1 during intervention, and 6.5 during the maintenance phase. Subject 3’s behavioral problems were 6.6 at baseline, 7 during intervention, and 7.3 during the maintenance phase. In case, language development was an evaluated use of vocabulary. Subject 1’s frequencies were 26 at baseline, 40.5 during intervention, and 44.3 during the maintenancephase. Subject 2’s language development frequencies were 34 at baseline, 17 during intervention, and 10.2 during the maintenance phase. Subject 3’s were 34 at baseline, 50.6 during intervention, and 81.5 during the maintenance phase.Conclusion : The subjects showed steady behavioral problems, but their language development was higher during intervention and maintenance at the follow-up sessions conducted weeks after intervention.