Comparing the Impact of Differing Preschool Autism Interventions on Parents in Two Canadian Provinces

D’Entremont, Barbara; Flanagan, Helen E.; Ungar, Wendy J.; Waddell, Charlotte; Garon, Nancy; Otter, Jeffrey den; Léger, Natalie; Vezina, Francine; Smith, Isabel M.

doi:10.1007/s10803-021-05349-2

Cited by 3 publications

(3 citation statements)

References 43 publications

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“…Last, although quantitative data regarding parents' satisfaction with the program was sought as part of the larger study, none of the parents in our sample completed this questionnaire. Earlier studies of this program support its social validity (D'Entremont et al, 2021).…”

Section: Discussionmentioning

confidence: 84%

“…The Nova Scotia early intervention model for preschoolers with ASD consistently incorporates individualized parent coaching as a first step in a comprehensive intervention program. Our team’s research has highlighted links between the use of this model and higher parent satisfaction (D’Entremont et al, 2021). This study demonstrated impacts of this training component on children’s outcomes, even in older preschoolers whose limited verbal skills create challenges for treatment.…”

Section: Discussionmentioning

confidence: 99%

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Effects of Brief Parent Coaching on the Communication Skills of Preschoolers With Autism Spectrum Disorder and Limited Verbal Ability

Hamodat,

Flanagan,

Chitty

et al. 2024

Focus Autism Other Dev Disabl

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The publicly funded early intervention program for preschoolers with autism spectrum disorder (ASD) in Nova Scotia, Canada, uses the pivotal response treatment (PRT) model. Parents are coached in use of PRT strategies during their children’s first week of treatment. We explored whether parents of older preschoolers with limited verbal ability learned to implement PRT strategies with fidelity after brief coaching and whether PRT strategy use was associated with gains in children’s communication skills. We coded precoaching and postcoaching parent–child play episodes of 39 children (4.4–5.5 years) with limited verbal skills for parents’ PRT fidelity and children’s correct responding to language opportunities and frequency of initiations. Parents’ use of PRT strategies significantly improved, as did children’s responsiveness to parent-provided language opportunities. This study provides evidence for the utility of brief parent coaching in PRT for older preschoolers with ASD whose verbal skills are limited.

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Section: Discussionmentioning

confidence: 84%

Section: Discussionmentioning

confidence: 99%

Effects of Brief Parent Coaching on the Communication Skills of Preschoolers With Autism Spectrum Disorder and Limited Verbal Ability

Hamodat,

Flanagan,

Chitty

et al. 2024

Focus Autism Other Dev Disabl

Self Cite

View full text Add to dashboard Cite

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“…Bozkus-Genc & Yucesoy-Ozkan, 2021 deD'Entremont et al, 2022DesChamps, 2022Duifhuis et al, 2017Estes et al, 2021Gengoux et al, 2019Jouen et al, 2017Kim et al, 2020Koegel et al, 2014Laister et al, 2021aLaister et al, 2021bNoble, 2015Roberts et al, 2023Schreibman & Stahmer, 2014Sinai-Gavrilov et al, 2022Smith et al, 2019 …”

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Evaluation of a Two-Tiered Coaching Programme for Parents of Young Autistic Children

van Noorden

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Autism is a form of neurodivergence characterised by differences in social communication, the presence of passionate interests, and a preference for predictable activities and routines. Early support programmes can enhance the development of Autistic children and can lead to improvements in areas such as communication, play skills, cognition, and social engagement. Naturalistic developmental behavioural interventions (NDBIs) are a promising early support approach. Parent-mediated programmes, including parent-mediated NDBIs, are also a promising approach for supporting the learning and development of Autistic children. The rationale for parent-mediated supports includes the possibility that parents are well-placed to deliver teaching and learning opportunities throughout their children’s every-day routines, which may lead to greater consistency of learning and thus improved child outcomes. There may also be benefits for parents who participate in these programmes including improving parental stress and self-efficacy, as well as parent sense of competence and family cohesion. Additionally, parent-mediated approaches are a time and cost-effective alternative to intensive clinician-implemented supports. Despite the theoretical rationale for such approaches however, parent and child outcomes from individual parent-mediated NDBIs are variable. Therefore, more research is needed to understand the impact of parent-mediated NDBIs, and to evaluate adaptations that may improve the fit between parent and child needs, and the models that aim to support them. Tiered programmes or “stepped care” approaches may be an appropriate way to individualise the supports that families receive, while prioritising efficient service delivery. In a multi-tiered approach, individuals receive low-intensity support in initial tiers, and can then step up to higher levels of support if needed. This thesis consists of three main components. The first component was a systematic literature review of single-case evaluations of parent-mediated NDBIs. That review reports on study quality, participants, programme characteristics, aims, and outcomes across 17 studies published in the last 10 years (2014-2013). The second component was an original empirical study using a single-case multiple baseline design. The aim was to evaluate the efficacy of a two-tiered parent-coaching programme based on the Early Start Denver Model (ESDM) – a comprehensive NDBI – for seven Autistic boys (aged 36-52 months) and their parents (5 mothers, 2 fathers). After a 10-week group coaching programme (Tier 1), all parents had increased their use of ESDM strategies. Changes in parent fidelity during the additional individual coaching (Tier 2) were mixed, but all parents maintained higher than baseline levels of fidelity. There were positive changes in parent stress levels pre- post-coaching. Across the two-tiers, positive results were found for most children’s levels of engagement, imitation, and communication. There were significant positive relationships between parent fidelity and both child engagement and child functional utterances.The third component was a qualitative study involving reflexive thematic analysis to analyse parents’ perceptions of participating in the two-tiered support programme. Four key themes and 13 subthemes were developed. The themes centred on (a) programme accessibility and participation, (b) experience of the two-tiered coaching process, (c) commitment and perseverance, and (d) outcomes. Several parents described barriers to accessing this programme including cultural considerations. Parents described many benefits of the two-tiered coaching design, and both strengths and challenges regarding the programme content, duration, process, coaching approach, and child experience. Parents reported both barriers and facilitators to implementing the programme strategies at home. Overall, parents were mostly satisfied with the programme outcomes, citing improvements for their child, themselves, and their families. Together, the results from these studies provide preliminary support for the feasibility, acceptability, and effectiveness of delivering parent mediated ESDM (P-ESDM) in groups, and for individualising supports in additional tiers for some families. More research is needed to see if these findings are replicable with larger sample sizes, and through community rather than researcher implementation. It would also be valuable to explore different approaches to customising supports in more intensive tiers, to better meet the unique needs of individual families.

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Relationship between affiliate stigma and family quality of life among parents of children with autism spectrum disorders: The mediating role of parenting self-efficacy

Ye,

Deng,

Chen

et al. 2024

Archives of Psychiatric Nursing

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Comparing the Impact of Differing Preschool Autism Interventions on Parents in Two Canadian Provinces

Cited by 3 publications

References 43 publications

Effects of Brief Parent Coaching on the Communication Skills of Preschoolers With Autism Spectrum Disorder and Limited Verbal Ability

Effects of Brief Parent Coaching on the Communication Skills of Preschoolers With Autism Spectrum Disorder and Limited Verbal Ability

Evaluation of a Two-Tiered Coaching Programme for Parents of Young Autistic Children

Relationship between affiliate stigma and family quality of life among parents of children with autism spectrum disorders: The mediating role of parenting self-efficacy

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