Parent education in autism spectrum disorder - a review of the literature

Preece, David; Trajkovski, Vladimir

doi:10.31299/hrri.53.1.10

Cited by 22 publications

(23 citation statements)

References 37 publications

(47 reference statements)

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“…The other nding of the present study was that among 53 papers, only 14 articles were held in workshops and training forms; participants in this short term training model do not perform a speci c practice and they listen to the teacher only. However, this training model also have some bene ts for example, if the teaching protocols goal is increasing the theoretical knowledge and parents' awareness, this model can be used [23]. Ideally, it is expected that when the parents training is provided in a practical way along with using facilities such as video clips, their trainings and outcomes could be having more signi cant improvement [24]; however, in this study, the effectiveness percentage of mixed education (84.61) was higher than the only training method (78.57%).…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Parent Training Interventions in Autism Spectrum Disorder: A Systematic Review

Tabatabaei

Shahrokhi

Gholipour

et al. 2020

Preprint

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Background: The role of parents in taking care of children with Autism Spectrum Disorder (ASD) is critical. This systematic review study aimed to investigate the effect of parents-based training interventions on taking care of children with ASD.Method: All relevant studies were searched through some electronic databases such as PubMed, Scopus, Google Scholar, Cochrane Library, Science Direct, Web of knowledge, and also via hand searching in relevant journals, checking the reference list of articles, expert contact, and grey literature from 1 January 2000 to 30 February 2020. Result: Eventually, 53 articles were considered. In total, 1758 parents of children with ASD participated in these studies that 49 studies were conducted in high-income countries, 19 studies in the home, 25 studies in the training centers.14 studies carried out only in training way, 39 studies in training along with practices and assignments, 30 individual interventions, 21 interventions in the group. Most studies had a range of 10 to 30 sessions in a 60 to 120-minute period. Also, the effectiveness of interventions was studied in both parents and children groups. Conclusion: According to the included studies, parents-based training interventions have significant impacts on parents and their children's behavior.

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Section: Discussionmentioning

confidence: 99%

The Effectiveness of Parent Training Interventions in Autism Spectrum Disorder: A Systematic Review

Tabatabaei

Shahrokhi

Gholipour

et al. 2020

Preprint

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“…Rezultati ovog rada vidljivi u roditeljskim evaluacijama u skladu su sa sve većim brojem istraživanja koja potvrđuju korisnost programa koji se temelje na roditeljskom modelu i na roditeljskoj primjeni znanja o stvaranju prilika za učenje u djetetovoj svakodnevici kroz uobičajene rutine (Woods, Kashinath, 2007;Preece, Trajkovski 2017). Dobiveni rezultati i iskustva stečena tijekom provedbe programa potkrepljuju važnost činjenice da su roditelji i drugi članovi obitelji učinkoviti u poučavanju djece s razvojnim poteškoćama, jer je interakcija roditelj -dijete glavni pokretač rasta i razvoja u ranom djetinjstvu.…”

Section: Analiza Evaluacijskog Upitnika Za Roditeljeunclassified

Routine based intervention in the context of group sessions with families

Bohaček

Pavliša

Ljubešić³

2018

Logopedija (Online)

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Contemporary approaches to early intervention emphasize the importance of supporting parents and their strong involvement in all forms of intervention. Emphasis has been put on respecting developmental principles that are the same for all children (with or without development difficulties). Children reach developing milestones through interaction with adults and activities (routines) that are part of their natural environment. Because of the specificities of children with developmental disabilities, it is much more demanding for parents to include them in everyday routines, use them and understand them as moments of learning and encouragement. With the aim of providing support to parents in organizing daily routines for promoting socio-communication development, group sessions were organized in which parents were taught strategies for utilizing everyday activities and routines in encouraging child’s development. Five groups of parents (35 parents) of children with suspected or already diagnosed autism spectrum disorders (21 children) have been formed. Each group had 12 structured meetings, after which parents completed the evaluation questionnaire and evaluated the satisfaction with the program they were involved in together with their children. The evaluation questionnaire was highly appreciated by parents, especially regarding communication with experts, content and applicability of the program. In the open-ended part of the questionnaire, parents highly rated the obtained material, as well as the exchange of experiences with other parents. The findings suggest that an intervention approach that supports parents in incorporating developmental goals into everyday routines is a very successful and powerful tool that helps parents encourage a child in various skills. Also, teaching parents new skills together with their children proved to be a very good form of work and it is highly recommended to apply this form more frequently in everyday practice.

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“…The authors recommended broader feasibility evaluation, with a focus on accessibility, cultural appropriateness and scalability (Dawson-Squibb et al, 2018). Two further articles more extensively reviewed PET programmes (Prata, Lawson, & Coelho, 2018; Preece & Trajkovski, 2017). The review by Preece and Trajkovski (2017) identified 12 relevant studies, presumably as a result of narrowly focusing on a specific aspect of PET.…”

mentioning

confidence: 99%

Parent Education and Training for autism spectrum disorders: Scoping the evidence

Dawson-Squibb

Davids

Harrison

et al. 2019

Autism

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Empowering families of children with autism spectrum disorder through education and training is best practice. A wide range of Parent Education and Training programmes are delivered around the globe, but there is limited knowledge about the characteristics of these programmes, or about the research methods and outcomes used to evaluate them, particularly in countries outside the United States. We, therefore, performed a scoping review of all peer-reviewed Parent Education and Training publications outside the United States. A search was conducted between March and May 2017. Four reviewers extracted data and performed a mixed-methods quality appraisal of publications. Thirty-seven publications representing 32 unique programmes were identified. Publications described a highly diverse range of Parent Education and Training programmes across 20 countries and all continents except South America. The majority were group-based, but varied significantly in goals, modalities and duration. The majority of studies (86.4%) reported positive outcomes in relation to the core study objectives and only two studies reported some negative findings. Quality appraisal rated only 27% of studies to have met all the methodological quality criteria. Implementation factors such as manualisation, fidelity and cost were commented on infrequently. In spite of the clear need for Parent Education and Training programmes, our findings show that the research evidence-base in autism spectrum disorder outside the United States is relatively small, non-representative and in need of methodological quality improvements.

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Parent education in autism spectrum disorder - a review of the literature

Cited by 22 publications

References 37 publications

The Effectiveness of Parent Training Interventions in Autism Spectrum Disorder: A Systematic Review

The Effectiveness of Parent Training Interventions in Autism Spectrum Disorder: A Systematic Review

Routine based intervention in the context of group sessions with families

Parent Education and Training for autism spectrum disorders: Scoping the evidence

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