Analysis of communication through ImPACT in children with ASD. Case series

Abstract

Introduction: Autism Spectrum Disorder (ASD) affects children's communication and social skills to varying degrees, which significantly impacts their quality of life and their families. Despite advances in the treatment of this disorder, parent-mediated therapies, such as the Improving Parents as Communication Teachers (ImPACT) model, have not been sufficiently developed in our region.

Objective: to evaluate the results of the ImPACT model in the development of communication and social skills in children aged 3 to 6 years with autism spectrum disorder (ASD), supported by the active participation of parents in the intervention and treatment process.

Methodology: a quasi-experimental analysis was conducted to evaluate the communication of 5 children with ASD, aged 3 to 6 years, using the ImPACT model. For this purpose, the Preschool Language Scale-5 (PLS-5) and the Social Communication Checklist instruments were applied. Parents were trained to use strategies from the model in daily activities with their children.

Results: the results obtained showed significant improvements in several evaluated areas, which was confirmed by the Wilcoxon test. A significant change was observed in social participation with a p-value = 0.041, communication with a p-value = 0.043, the game with a p-value = 0.043 and in total intervention with a p-value = 0.043. However, imitation did not present a significant difference with a p-value = 0.109.

Conclusions: the study found that the ImPACT model, supported by active parental involvement, improves communication and social skills in children with ASD, although the improvement in imitation was less significant.