Parent-mediated interventions for sociocommunicative skills in children with autism spectrum disorder
DOI:
https://doi.org/10.51247/pdlc.v7iEspecial1.1023Keywords:
Autism Spectrum Disorder, Parent-mediated Interventions, Socio-communicative Skills, ChildhoodAbstract
Parent-mediated interventions (PMIs) have gained increasing prominence in the management of Autism Spectrum Disorder (ASD); however, the available evidence remains limited in identifying which socio-communicative skills benefit the most and under which conditions. The aim of this systematic review (SR) was to synthesize the effects of PMIs on the socio-communicative skills of children with ASD, considering child subdomains, implementation conditions, developmental stage, and parental mediation. The review followed PRISMA guidelines and was registered in PROSPERO. Searches were conducted in Scopus, Web of Science, PubMed, SciELO, and Redalyc, yielding 1,471 records, of which 22 met the established eligibility criteria and demonstrated an acceptable risk of bias according to the JBI critical appraisal tools. The findings indicated favorable effects of PMIs, particularly on proximal skills, including communicative initiations, joint attention, functional communication, vocal reciprocity, and expressive language. Interventions based on PACT, PRT, P-ESDM, FCT, and telehealth-delivered models reported significant improvements. Furthermore, intervention effectiveness was found to depend on implementation fidelity, professional coaching, the sensitivity of outcome measures, and adaptation to family and contextual needs. The review highlights the need for pragmatic and culturally responsive research designs that assess long-term sustainability, applicability in resource-limited settings, and the maintenance of intervention effects over time.
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