Effectiveness of Interventions for Children With Autism Spectrum Disorder and Their Parents: A Systematic Review of Family Outcomes

Abstract

This systematic review examined the literature published from January 2006 to April 2013 related to the effectiveness of occupational therapy interventions for children with autism spectrum disorder (ASD) and their parents to improve parental stress and self-efficacy, coping, and resilience and family participation in daily life and routines. From the 4,457 abstracts, 34 articles were selected that matched the inclusion criteria. The results were mixed and somewhat inconclusive because this body of literature is in its infancy. Studies of children with ASD do not routinely measure parental and family outcomes. Recommendations include an emphasis on family measures other than parental stress and a greater focus on measures of parental and family functioning in all future studies of pediatric interventions to more fully understand the impact of interventions in a wider context.

Effectiveness of paediatric occupational therapy for children with disabilities: A systematic review

“…Evidence suggests that parent-delivered intervention is equally effective to therapist-delivered intervention (Baker et al, 2012), which is not surprising given parent's knowledge of their children's preferences and engagement style, and the volume of caregiving they carryout (Smith, Cheater & Bekker, 2015). In the diagnoses studied (ADHD, ASD, At risk, Behavioural Disorders, BI, CP, DD, LD, obesity), it was very clear that parents respond well to parent education and training Barlow, Smailagic, Huband, Roloff & Bennett, 2012;Case-Smith & Arbesman, 2008;Dykens, Fisher, Taylor, Lambert & Miodrag, 2014;Feinberg et al, 2014;Hanna & Rodger, 2002;Howe & Wang, 2013;Kuhaneck, Madonna, Novak & Pearson, 2015;Lawler, Taylor & Shields, 2013;Tanner, Hand, O'toole & Lane, 2015;Zwi, Jones, Thorgaard, York & Dennis, 2011), consistent with family centred philosophy about parents' aspirations of parenting well, to help their children (Hanna & Rodger, 2002). Moreover, parents and children carry out intervention effectively at home, and therefore home programs (Novak & Berry, 2014b;Sakzewski, Ziviani & Boyd, 2013;Sakzewski et al, 2015;Wuang, Ho & Su, 2013) and selfmanagement programs (Lindsay, Kingsnorth, Mcdougall & Keating, 2014;Moola, Faulkner, White & Kirsh, 2014) are an effective method for increasing the intensity of therapy.…”

A 6-year follow-up of children assessed for suspected autism spectrum disorder: parents’ experiences of society’s support

“…While early interventions are important, research has shown that interventions for children with ASD and their parents can also increase the level of stress in parents,18 which may in turn reduce the effectiveness of the interventions given 19. Thus, children with ASD and other developmental problems in the field of ESSENCE need continuous support, monitoring, and adjustments in their everyday life for a positive development 20…”

Quality of life interventions for primary caregivers of children with autism spectrum disorder: a scoping review

“…These skills are essential as the PCG is a constant figure who provides the physical, emotional, material, social, and therapy needs of the child (Bruder, 2000). Interventions providing the "know how" for PCG were in keeping with the needs of a CASD such as addressing skills needed to manage activities of daily living, communication, development, and behaviour (Davis & Carter, 2014;Kuhaneck et al, 2015).…”

“…Development and activity was noted in the practical skills taught to PCG who are required to fulfil the daily tasks and activities of their CASD (McStay et al, 2014). Similarly, the domain of emotional well-being was noted in the supportive activities provided to PCG to minimise the effects of the emotional strain PCG experience in raising a CASD (Davis & Carter, 2014;Kuhaneck et al, 2015). Fewer studies addressed social well-being which is contrary to the social burden that PCG experience given the incidence of stigma and the social awkwardness that comes with having a CASD (Wang et al, 2012;Woodgate, Ateah, & Secco, 2008).…”