Feasibility of Responsive Teaching With Mothers and Young Children With Autism in Saudi Arabia

Alquraini, Turki; Al‐Odaib, Ali; Aldhalaan, Hesham; Merza, Haniah; Mahoney, Gerald

doi:10.1177/1053815118789176

Cited by 12 publications

(9 citation statements)

References 33 publications

(39 reference statements)

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“…We strongly believe that the information on behaviors identified by the PICCOLO could help guide professionals' intervention plans, and also that the Teaching domain is one of the aspects that should be emphasized in young children with IDs and their families when following family capacity-building practices [110]. The PICCOLO has been used with children with identified disabilities such as ID or Autism Spectrum Disorder in large samples in the US [11], Spain [12], Saudi Arabia [111] and Germany and Switzerland [36]. These studies have demonstrated this checklist's strong reliability and predictive validity for families with children with a disability; indeed, in two of these studies the early parenting behaviors measured with the PICCOLO predicted cognitive and language outcomes in children with disabilities [11,12].…”

Section: Discussionmentioning

confidence: 99%

Parenting behaviors of mothers and fathers of young children with intellectual disability evaluated in a natural context

et al. 2020

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The aims of this study were to analyze the interactions of mothers and fathers with their children with intellectual disabilities, focusing on certain parental behaviors previously identified as promoting child development, and to explore the relations between parenting and some sociodemographic variables. A sample of 87 pairs of mothers and fathers of the same children were recruited from Early Intervention Centers. The children (58 male and 29 female) were aged 20-47 months. Most of the families (92%) were from the province of Barcelona (Spain), and the remaining 8% were from the other provinces of Catalonia (Spain). Parenting behaviors, divided into four domains (Affection, Responsiveness, Encouragement, and Teaching) were assessed from self-recorded videotapes, in accordance with the validated Spanish version of the PICCOLO (Parenting Interactions with Children: Checklist of Observations Linked to Outcomes). Parents were administered a sociodemographic questionnaire. The results revealed strong similarities between mothers' and fathers' parental behaviors. Mothers and fathers were more likely to engage in affectionate behavior than in teaching behavior. Only maternal teaching presented a significant positive relation to the child's age. With respect to the child's gender, no differences were observed in mothers' parenting. Conversely, fathers scored significantly higher in Responsiveness, Encouragement and Teaching (and had higher total parenting scores) when interacting with boys. The severity of the child's ID had a statistically significant effect only on fathers' Teaching, which showed lower mean scores in the severe ID group than in the moderate and mild ID groups. Teaching also presented a significant positive relation to mother's age, but father's age was not related to any parenting domain. Mothers with a higher educational level scored significantly higher in Encouragement and Teaching, and the fathers' educational level was not significantly related to any parenting domain. Mothers' and fathers' Teaching, and fathers' Responsiveness, Encouragement and total parenting scores, presented a significant positive relation to family income. Finally, mothers spent more time in childcare activities than fathers, particularly on workdays. Our main conclusion is that mothers and fathers show very similar strengths and weaknesses when interacting with their children with intellectual disabilities during play.

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Section: Discussionmentioning

confidence: 99%

Parenting behaviors of mothers and fathers of young children with intellectual disability evaluated in a natural context

et al. 2020

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“…It also had large effect sizes for parent affection ( d = 0.96, p = 0.02), encouragement ( d = 1.67, p < 0.001), and teaching ( d = 1.94, p < 0.001), indicating improvements in the parent–child interaction. The responsive teaching intervention involved approximately 16 × 1‐hour sessions where parents received coaching on developing responsive interactions with their child 31,32 . The FPI by Kasari et al 49 also demonstrated a large effect size in improving parental responsiveness ( d = 1.80, p < 0.01) and reducing parental directiveness ( d = −1.00, p < 0.01).…”

Section: Resultsmentioning

confidence: 99%

Psychological interventions targeting mental health and the mother–child relationship in autism: Systematic review and meta‐analysis

Kulasinghe

Whittingham

Mitchell

et al. 2022

Develop Med Child Neuro

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Aim: To investigate the efficacy of psychological interventions delivered to mothers of young children with autism spectrum disorder (ASD) in improving maternal mental health and the parent-child relationship.Method: Electronic databases were searched from inception to December 2021.Studies were included if they were randomized controlled trials (RCTs) of psychological interventions that targeted maternal mental health (primary outcome) and/ or the parent-child relationship (secondary outcome), delivered to mothers of children (mean age < 60 months) with ASD. Meta-analyses of three parent mental health outcomes (stress, depressive symptomatology, and general mental health) and seven parent-child relationship outcomes (parent responsiveness, affect, directiveness, non-directiveness, child initiation, infant positive affect, and infant attentiveness) were conducted using both mean and standardized mean differences.Results: Thirty-two RCTs met the inclusion criteria (2336 participants). Six RCTs showed improved maternal mental health (Cohen's d = 0.41-1.15), with moderate certainty of evidence for improvement in parental stress. There was low and high certainty of evidence of treatment effect on parental depressive symptoms and general mental health respectively, which did not show significant treatment effects post-intervention. Seventeen RCTs showed improved parent-child relationship (d = 0.33-2.28; low certainty of evidence).Interpretation: Results demonstrated that parenting interventions promoting responsiveness had the largest positive effect on the parent-child relationship and a moderate effect on overall parenting stress; however, the studies were heterogeneous, making it difficult to identify the intervention components that were responsible for the positive treatment effects. There was no significant treatment effect for studies targeting depression or general mental health, likely due to the lack of an interventional component directly targeting mental health.

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“…We also showed that Iranian mothers of children with ASD were even more likely to use follow‐in verbal responses after child EC acts than mothers of TD children. Thus, parent‐mediated ASD intervention programs developed in Western countries that coach parents to use follow‐in responses may be appropriate for non‐Western mothers such as Iranian mothers as well, a possibility supported by positive results from a recent trial in Saudi Arabia of this type of parent‐mediated intervention [Alquraini, Al‐Odaib, Al‐Dhalaan, Merza, & Mahoney, 2018].…”

Section: Conclusion and Clinical Implicationsmentioning

confidence: 99%

Sequential Associations Between Communication Acts of Children With and Without Autism Spectrum Disorder and Maternal Verbal Responses

et al. 2020

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In this study, the sequential associations between child communication acts, including spontaneous communication (SC) and elicited communication (EC), and the types of verbal responses of Iranian mothers (follow‐in nondirective, follow‐in directive, and redirective responses) were compared between children with autism spectrum disorder (ASD) and young typically developing (TD) children. Participants were 29 children with ASD aged 3–6 years and 40 TD children aged 13–18 months, matched on expressive vocabulary. Using time‐window sequential analysis, maternal verbal responses within a time interval of 3 sec following child communication were examined during 15 min of video‐recorded mother–child free play interaction. Mothers in the two groups had broadly similar patterns of response to child communication acts, but some differences in responding to child EC. Across both groups, sequential associations were stronger for maternal follow‐in nondirective responses to child SC than for this type of response to child EC, and were stronger for follow‐in directive responses to child EC than for follow‐in directive responses to child SC. Child EC and SC acts were less likely to be followed by redirective responses than other maternal responses, again across both groups. Finally, mothers of children with ASD were more likely than mothers of TD children to follow‐in to child EC with both nondirective and directive responses. Our findings suggest that mothers of children with ASD synchronize their responses with their child's SC acts to the same extent as mothers of TD children, and are more synchronous in responding to their child's EC acts. Lay Summary This observational study examined how Iranian mothers verbally responded to their children's communication acts, based on whether the children's communication was spontaneous (unprompted) or elicited (prompted by the mother). Mothers of children with autism spectrum disorder or typical development responded to their children's spontaneous communication acts in similar ways, but showed some differences in responding to children's elicited communication. By prompting their children to communicate, mothers create opportunities to give additional verbal responses to their children, which may help to support children's further language development.

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Feasibility of Responsive Teaching With Mothers and Young Children With Autism in Saudi Arabia

Cited by 12 publications

References 33 publications

Parenting behaviors of mothers and fathers of young children with intellectual disability evaluated in a natural context

Parenting behaviors of mothers and fathers of young children with intellectual disability evaluated in a natural context

Psychological interventions targeting mental health and the mother–child relationship in autism: Systematic review and meta‐analysis

Sequential Associations Between Communication Acts of Children With and Without Autism Spectrum Disorder and Maternal Verbal Responses

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