IPP Synthesis Table Name: Madeline Quinn

Research Question: What are the skills/activities that families can use to reinforce sustained engagement with their child, even
when the child is difficult to engage?

Importance of topic: knowing how to reinforce interactions with children who are difficult to engage such those with ADHD,
behavior problems or ASD, can be a useful area of knowledge for professionals to share with parents/caregivers, as this can
improve play skills, communication skills, social engagement and parent-child relationships
Titile

Settings
Hessl, 2018)(Vismara, McCormick, Shields, &CitationAuthor/

Participants Independent Variable Dependent Results Social Validity/Usability

Variable
Training A Pilot Online Start Denver Model to Young Children

Clinic room at research center

4 children P-EDSM strategies: a) attention Parent Parents were more likely to Demonstrates how some
Treatment Brief Report: Extending the Parent-Delivered Early

between 18- and motivation: gaining child’s engagement, follow child’s lead and strategies from P-EDSM can
48 months attention and encouraging implementation interests through use of P- help increase social
with Fragile X Syndrome

old participation b) sensory social of strategies, EDSM strategies; children engagement between parents
diagnosed routines: creating routines that child’s use of had longer moments of and their children; coaching
with FXS, facilitate sensory based spontaneous engagement when parents of parents on how to embed
and their interactions c) joint activity language, used attention and arousal strategies in daily routines
parents routines: creating routines that child’s joint strategies to increase can help increase use which
involve joint attention d) attention participation can improve parent-child
nonverbal communication: initiations, relationships
increasing response to nonverbal child’s socially
communication and providing appropriate and
models e) imitation: increasing aberrant
imitation by following child’s behaviors
lead f)strategies:
joint attention:
a) childincreasing
Program Pivotal Response

Vernon, &(McGarry,

teletherapyIn the home;

11 children PRT Child’s Online training program Study shows how PRT can be
between 20- attending: child is paying vocalizations, was effective in training effective in increasing social
48 months attention before parent presents eye contact and parents how to use PRT engagement when
old opportunity social attention with their children; implemented by
diagnosed b) clear opportunity: parent’s and children had significant parents/caregivers;
with ASD prompt is simple, clear and engagement; increase in social demonstrates effectiveness of
and their appropriate parents’ engagement and online training, addressing
 with Autism Spectrum DisorderEngagement: Parent–Child

2016)(Shire, Gulsrud,

Child’s home Therapy Center

83 children, JASPER strategies: a) Parents’ use of Parents responsive behavior Demonstrates effectiveness

Responsive
Interactions and Increasing
under the arrangement of the JASPER towards children increased and fidelity of JASPER
age of 36 environment: minimizing strategies and with coaching and training strategies in increasing joint
months and distractions and selecting responsivity, in JASPER strategies; attention between parents and
their parents appropriate toys child’s joint parents who combined their children; suggests
b) mirrored pacing: imitation, engagement JASPER strategies with combination of parental high
timing and position of play acts high responsiveness
had increase had responsivity andthat
JASPER
Communication Intervention for Young Children

Kasari, 2020) 2 children, Social communication facilitation Parental use of Parents in use Study indicates parents
Joint

between 50 strategies: a) joint attention: strategies; of skills which in turn can be taught strategies to
months and directing child’s gaze to stimuli child’s increased child’s increase early communication
(Erturk, Hansen, Machalicek, & Kunze,
Parent-Implemented Early Social

55 months b) imitation: modeling functional imitation, communicative actions; skills with high fidelity
old or symbolic play of toys c) behavioral found verbal reinforcement
diagnosed environmental arrangement: requests and was effective in increasing
with ASD, placing preferred items in sight joint attention social attention skills
and their but out of reach to facilitate
mothers mands d) prompting hierarchy:
least to most prompting strategies
 (Vernon, Koegel, Dauterman, & Stolen, 2012)

Child’s home and community settings

young children with Autism and their parents
3 children, PRT Strategies: a) child choice: Parental use of Increase in all areas of Suggests embedding social

An early social engagement intervention for

between 2 selecting stimuli that aligns with strategies, social communication, components into learning
and 4 years child’s interests b) attending: reinforcer including eye contact, opportunities can increase
old gaining child’s attention to strength, total verbal communication, and social behaviors; increasing
diagnosed stimuli before presenting language length of synchronous social motivation may be
with ASD, opportunity c) reinforcing opportunities, engagement; parental primary intervention strategy
and 1 of attempts: accepting vocalizations child eye enjoyment increased use of for children who are difficult
their parents and approximations d) contact, child strategies as responses to engage
contingent reinforcement: positive affect, increased from their
providing reinforcement child’s verbal children
immediately following initiations,
appropriate response length of
e) natural reinforcement: synchronous
providing reinforcers that are engagement
logically/directly related to
child’s mands
(Kaiser, Hancock, & Nietfeld, 2000)
The Effects of Parent-Implemented Enhanced Milieu

clinic

6 children EMT Strategies: a) Milieu Parent use of Children demonstrated Parents can learn EMT
Teaching on the Social Communication of Children

between 32- teaching prompts: using models, strategies, positive gains in social strategies, demonstrate them
56 months mands, and positive feedback to child’s social communication across and maintain use of them
diagnosed elicit communication from child communication, multiple settings; all over time; suggests EMT
with ASD b) expansions: adding words to development of children became generally strategies are useful to
and their child’s utterance in a child’s more engaged and parents and helpful in
mothers grammatically correct way c) language, and responsive to parents by increasing social engagement
Who Have Autism

balanced turns: taking same parental end of study; parents between parents and their
amount of turns as child d) satisfaction reported increased use of children
following child’s lead: imitating with program strategies outside of clinic
child’s interests and play styles settings and more in home-
e) time delays: appropriate use of based routines and
wait times f) responsive activities
feedback: providing responses
for every communication attempt
from child g) matching child’s
language: talking at same or just
above child’s level of language
 communication intervention for

Child’s home
Kasari, 2015)(Gulsrud, Hellemann, Shire, &
86 children JASPER strategies: a) Joint Mirrored pacing and Suggests some but not all of
Isolating active ingredients in a
younger environmental arrangement: engagement, environmental arrangement JASPER strategies support
parent-mediated social
than 36 minimizing distractions, parents use of positively related to joint and influence joint
months old maintaining appropriate play strategies engagement; parents who engagement; shows how
and their materials, selecting new toys as parental stress received JASPER certain strategies of 1
parents needed, and maintaining the and child’s intervention had higher intervention may be more
interaction child’s level b) communication increase in use of strategies beneficial to teach to parents
mirrored pacing: imitation of than those in the other than others
appropriate and functional play group
acts, timing and positioning of
actions c) prompting: type of
prompt matches child’s needs,
and use of LTM prompting d)
Efects spectrum

communication: imitation and

expansion of child’s
a) language,
Intervention of Naturalistic

clinic
Kaiser,(Hampton,

3 children EMT Strategies: Social Children demonstrated *implemented by

Generalized

between 3 environmental arrangement: communicative increase use of language interventionists, NOT

skills in with autism
disorder

and 5 years setting preferred items insight but targets, length when communication parents*
old out of reach b) responsiveness: of joint partners used JASP-EMT Suggests that combination of
diagnosed responding to child’s attention strategies, but did not different interventions may
with ASD communication requests c) generalize to be useful for certain children;
Communication

modeling
Reciprocaland expanding: communication partners may not be effective imitation
in
(Ingersoll, & Gergans, 2007)

clinic

3 children imitation training Parents’ use of All parents increased use of Suggests improving
toddlers
The effect of a parent-implemented imitation

between strategies: strategies; strategies; Children skills may also improve

Social

ages 2-4 a) contingent imitation: imitation child’s use of increased spontaneous engagement; teaching parents
years old of child’s actions, play and spontaneous imitation and 1 child skills for imitation may also
intervention on spontaneous imitation
young children with autism

diagnosed movements b) linguistic
with ASD, mapping: describing what child
and their is doing c) modeling actions:
mothers modeling play with a toy d)
prompting: manding child to
follow specific cue e)
reinforcement: providing praise
for correct responses
imitation and increased gestural benefit joint engagement and
gestural imitation; parents reported play
imitation all children had increased
social engagement play
skills and communication
References:

Erturk, B., Hansen, S. G., Machalicek, W., & Kunze, M. (2020). Parent-Implemented Early Social Communication Intervention for Young Children

with Autism Spectrum Disorder. Journal of Behavioral Education, 1–23. https://doi.org/10.1007/s10864-020-09387-1

Gulsrud, A. C., Hellemann, G., Shire, S., & Kasari, C. (2015). Isolating active ingredients in a parent-mediated social communication intervention for

toddlers with autism spectrum disorder. Journal of Child Psychology and Psychiatry, 57(5), 606–613. https://doi.org/10.1111/jcpp.12481

Hampton, L. H., Kaiser, A. P., Nietfeld, J. P., & Khachoyan, A. (2020). Generalized effects of naturalistic social communication intervention for

minimally verbal children with Autism. Journal of Autism and Developmental Disorders, 1–13. https://doi.org/10.1007/s10803-020-04521-4

Ingersoll, B., & Gergans, S. (2007). The effect of a parent-implemented imitation intervention on spontaneous imitation skills in young children with

autism. Research in Developmental Disabilities, 28(2), 163–175. https://doi.org/10.1016/j.ridd.2006.02.004

Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of Parent-Implemented Enhanced Milieu Teaching on the social communication

of children who have Autism. Early Education & Development, 11(4), 423–446. https://doi.org/10.1207/s15566935eed1104_4

McGarry, E., Vernon, T., & Baktha, A. (2019). Brief report: A pilot online pivotal response treatment training program for parents of toddlers with

Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 50(9), 3424–3431. https://doi.org/10.1007/s10803-019-04100-2

Shire, S. Y., Gulsrud, A., & Kasari, C. (2016). Increasing responsive Parent–Child interactions and joint engagement: Comparing the influence of

Parent-Mediated intervention and parent psychoeducation. Journal of Autism and Developmental Disorders, 46(5), 1737–1747.

https://doi.org/10.1007/s10803-016-2702-z

Vernon, T. W., Koegel, R. L., Dauterman, H., & Stolen, K. (2012). An early social engagement intervention for young children with Autism and

their parents. Journal of Autism and Developmental Disorders, 42(12), 2702–2717. https://doi.org/10.1007/s10803-012-1535-7

Vismara, L. A., McCormick, C. E. B., Shields, R., & Hessl, D. (2018). Extending the Parent-Delivered Early Start Denver Model to Young Children

with Fragile X Syndrome. Journal of Autism and Developmental Disorders, 49(3), 1250–1266. https://doi.org/10.1007/s10803-018-3833-1