Embedded Learning Support Practices for Primary Caregivers of Autistic Children

Abstract

Providing quality naturalistic and intentional learning opportunities to young autistic children strengthens their engagement and participation in home and education settings. Effective early intervention involves building parents’ capacity to support children’s learning and communication in the home. This study examined a training plus coaching intervention to support parents’ implementation of embedded learning opportunities (ELOs) and complete learning opportunities (CLOs) within naturally occurring play routines. This type of Embedded Learning Support (ELS) is a novel area of research in early intervention in Aotearoa, New Zealand. Three parent–child dyads participated in this study, each including a preschool autistic child. A single group pre-test/post-test study explored intervention impact. Results showed that group training and individualised home-based coaching effectively supported parent capacity and confidence to create meaningful and sustained interactions with their children. Parents valued the systematic and intensive nature of ELOs and CLOs. This paper will highlight the relevance of these findings to the existing literature on parent-implemented interventions and naturalistic and intentional practices.