Pivotal Response Treatment (PRT) - Parent Group Training for Young Children with Autism Spectrum Disorder: A Qualitative Study on Perspectives of Parents

Korte, Manon W P de; Kaijadoe, Shireen P. T.; Buitelaar, Jan K.; Dongen‐Boomsma, Martine van

doi:10.1007/s10803-021-05397-8

Cited by 11 publications

(11 citation statements)

References 42 publications

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“…that we spent together working in the therapy setting was great, because I could watch [the therapist] do the strategies and then she gave me time and real-time feedback on how to do things and then she'd always ask me how it was going. "(Stahmer et al, 2017) deKorte et al (2022),Divan et al (2015),Leadbitter et al (2020),Manohar et al (2020), Stadnick et al (2012), Stahmer et al I just did it in different scenarios during the day" (Amsbary et al, 2020) Amsbary et al (2020), de Korte et al (2022), Divan et al (2015), Hodgson et al (2018), Manohar et al (2020), Nilses et al (2019), Ong et al (2021), Pickard et al (2016), Stahmer et al the part that worked best for us was breaking things down into the smaller goals" Amsbary et al (2020), Stahmer et al am lazy, means the half an hour practice session is the most difficult to tell you the truth." (Divan et al, 2015) Amsbary et al (2020), Divan et al (2015), Furukawa et al (2018), Leadbitter et al (2020), Palmer et al (2020), Peckett et al (2016), Pickard et al (2016), Rogerson et al (2019), Stahmer et al (2017), Ong et al (2021), de Korte et al (2022) Logistic concerns (scheduling and location)High confidence "We didn't have to go all the way across the city to see the team.…”

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confidence: 99%

Parental experience of parent-mediated intervention for children with ASD: A systematic review and qualitative evidence synthesis

Jurek

Leadbitter

Falissard

et al. 2022

Autism

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While the effectiveness of parent-mediated interventions in the field of autism spectrum disorder is well documented, information on the experience of parents involved in parent-mediated interventions is limited. We performed a systematic review with qualitative evidence synthesis to explore the experience of parent-mediated interventions in parents of children with autism spectrum disorder. PubMed, Scopus, PsycINFO, CINAHL, and Sociology Collection were searched from the date of their creation until 25 February 2022. Qualitative studies reporting parents’ experience of parent-mediated interventions were included. Two independent reviewers assessed the risk of bias. The findings of the selected studies were extracted and synthesized using the meta-aggregation method. The results are reported according to PRISMA and ENTREQ guidelines. A total of 23 studies were synthesized representing 345 participants. We found 34 categories that were summarized in four synthesized themes: barriers to implementation and logistical issues, feeling overwhelmed and stressed (a need for support), facilitators of implementation, and empowerment in the parent and improvement in the child. Parents’ experience of parent-mediated interventions in autism spectrum disorder is balanced between positive outcomes for them and their child, emotional struggles, and some difficulties in implementing parent-mediated interventions. Based on these results, we propose new ways to improve implementation of parent-mediated interventions and research in the field. Lay abstract The effectiveness of parent-mediated interventions in the field of autism spectrum disorder is well documented but information on the experience of parents involved in parent-mediated interventions is limited. This study is the first synthesis of evidence concerning the experience of parents involved in parent-mediated interventions. It synthesizes the voice of 345 parents across the world into four general themes: barriers to implementation and logistical issues, feeling overwhelmed and stressed (a need for support), facilitators of implementation, and empowerment in the parent and improvement in the child. The findings of our study provide evidence that parent-mediated interventions should be adapted to the needs of each family. Specific care and support should be offered to parents in addition to parent-mediated interventions. Our study, however, highlights which outcomes are important to parents and should be considered in future studies.

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confidence: 99%

Parental experience of parent-mediated intervention for children with ASD: A systematic review and qualitative evidence synthesis

Jurek

Leadbitter

Falissard

et al. 2022

Autism

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“…Few qualitative studies have been published exploring Wolf's (1978) dimensions of social validity related to parent-mediated interventions for infants with social and communication delays. Qualitative studies examining parents' perceptions of parent-mediated interventions with young children with social and communication impairments to date have shown that parents (a) have varied expectations at the beginning of the intervention process, (b) experience an evolving view of their child's potential and their own competence to support their child's development, (c) value the support of their coach or therapist guiding the intervention, (d) enjoy opportunities to share their experiences with other parents, and (e) build a stronger connection with their children through the intervention process (de Korte et al, 2022; Leadbitter et al, 2020; Schertz et al, 2020; Schertz & Odom, 2007). In addition, in a recent comprehensive literature review, Grzadzinski et al (2021) report the need for caregiver-mediated infant interventions to include a reflective coaching approach that values families' views and priorities, enhances caregiver advocacy skills and self-efficacy, and builds knowledge of infant and toddler development.…”

Section: Social Validity Of Interventionsmentioning

confidence: 99%

Seeking Validation and Creating Meaningful Interactions

Pfeiffer,

Hess,

Landa

2024

Infants &Amp; Young Children

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Infancy, a formative period for development, has been identified as an advantageous time to provide family-centered support for children with delays. Families should be included as stakeholders during development of such interventions to ensure social value. We describe a preliminary randomized controlled trial evaluating Infant Achievements (IA), an 8-week (16-session) parent-mediated intervention for parents of infants 8–12 months old with social and communication delays. This study reports our qualitative examination of the intervention's social validity. We conducted focus groups with seven IA parent participants and analyzed their responses using conventional content analysis. Five themes emerged: (a) difficulty identifying resources to address concerns; (b) seeking validation of concerns; (c) seeking support to enhance children's development; (d) experiencing a supportive coaching relationship; and (e) creating meaningful interactions to support children's communication and social skills. Our results emphasize the necessity of partnering with families in the development of evidence-based, family-centered interventions for infants with developmental delays to maximize their social value.

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“…The perceived effectiveness of PMSs might also have some positive impact on the social validity of PMSs. For example, some parents have reported benefits to their own wellbeing through participating in PMSs, including reduced stress and increased empowerment (de Korte, Kaijadoe, et al, 2022;Jurek et al, 2022;, and potential benefits for the whole family (Leadbitter et al, 2020).…”

Section: Parent Perceptionsmentioning

confidence: 99%

“…Additionally, many parents perceive improvements for their children, including social communication, well-being, and generalisation of skills (Carr & Lord, 2016;de Korte, Kaijadoe, et al, 2022;Jurek et al, 2022;Pickard et al, 2016). However, parent programmes may not be effective for addressing psychological, physical health, or caregiving burdens for all parents (MacKenzie & Eack, 2022).…”

Section: Parent Perceptionsmentioning

confidence: 99%

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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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Pivotal Response Treatment (PRT) - Parent Group Training for Young Children with Autism Spectrum Disorder: A Qualitative Study on Perspectives of Parents

Cited by 11 publications

References 42 publications

Parental experience of parent-mediated intervention for children with ASD: A systematic review and qualitative evidence synthesis

Parental experience of parent-mediated intervention for children with ASD: A systematic review and qualitative evidence synthesis

Seeking Validation and Creating Meaningful Interactions

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

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