Early Intervention Priorities Identified by Parents of Children

with Autism

Deb Keen, Sylvia Rodger, Michelle Braithwaite, Anne Jobling

University of Queensland

Outline

• Modified version of the Canadian Occupational Performance Measure (M-COPM)

• Study with 22 families

• Research finding and implications

Participants

• 22 children with autism or early signs of the disorder

• Screened using the M-CHAT

• Aged 2-4 years (mean age 3y3m)

• 5 females and 17 males

• Parents were participating in an early intervention program run by the University

M-COPM

• COPM – Law et al. (1990, 1998) and Pollock et al. (1999)

• Performance and satisfaction ratings

• Clinically significant change = 2-3 points

• Modifications – communication and behaviour

Procedure

• Early intervention program: workshop + home visits

• M-COPM administered pre and post home visits

• Goals assigned to 1 of 5 domains

• Inter-rater reliability calculated

• Mean scores for performance and satisfaction ratings calculated

M-COPM and Parent GoalsDomain Classification Examples of Goals

Communication To ask before going to the fridgeTo increase ability to make needs knownTo communicate need for toilet

Social Interaction To improve eye contactTo share and take turns with siblingTo improve tolerance of others engaging in play.

Behaviour To express frustration in appropriate waysTo reduce the frequency of unusual behaviourTo sit down for snack time at kindyTo stay beside parents when walking in open spaces.

Play Play alongside Will calmlyTo engage in functional play with a dollTo increase play skills with other children

Self-care To sit on toilet for 5 minutes.To establish a regular toilet routine

05

1015202530354045

Goal Domains

% o

f tot

al g

oals

Parent Goals

Pre-Post M-COPM Ratings for All Goals

0

1

2

3

4

5

6

7

Comm Social Self Care Play Behaviour

Goals by Domain

M-C

OP

M

Pre Performance Post Performance Pre Satisfaction Post Satisfaction

Summary of Findings

• Goals reflect core impairments

• M-COPM clinically useful

• Pre-requisites for use of M-COPM

Implications

• Increased practice of new learning across settings

• Generalisation of skills and behaviour

• Facilitate communication between parents and professionals

• Establish shared goals and realistic expectations

Conclusions

• M-COPM useful tool

• Extend research to other families

• Training video package coming soon