A Mixed-Methods Evaluation of Parent-Assisted Children’s Friendship Training to Improve Social Skills and Friendship Quality in Children with Autism in Malaysia

Abstract

Background: This study evaluates the effectiveness of parent-assisted children’s friendship training intervention for enhancing friendship quality and social skills among children with autism spectrum disorders (ASD). We conducted a quasi-experimental study to investigate the effective outcomes of social skills and friendship quality in the pre-and post-parent-assisted CFT intervention phases; Methods: to conduct a 12-week field session, 30 children with their parents were selected. The Social Skills Improvement System Rating Scales and the Quality of Play Questionnaire-Parent were used to assess the effectiveness of the parent-assisted children’s friendship training during pre-and post-intervention. A semi-structured interview with parents was conducted at the end of the session; Results: findings revealed that intervention improved the social skills of these children. Additionally, the friendship quality of children with ASD improved before and after the intervention, however, engagement remained unchanged. Parents also showed some sort of improvement after the session as they reported a heightened sense of fear and resistance, awareness, learning and adjustment, change is not easy, and identifying support; Conclusions: there was clear evidence that children with ASD benefitted from parent-assisted CFTs in terms of social skills and friendship quality. However, larger and controlled studies are required to draw firm conclusions about this kind of intervention.

Parents’ Experience in Children’s Friendship Training Programme for Their Children with Autism Spectrum Disorder: A Qualitative Inquiry

“…This study is part of a larger mixed-methods study that investigates the impact of the CFT on social skills among children with ASD conducted by [ 11 ]. This larger study has indicated improved social skills and friendship quality after participating in CFT [ 11 ]. The qualitative phase of this larger study is the current focus of this study.…”

“…To our knowledge, previous studies have only focused on the effectiveness of CFT without exploring it from the parent’s perspective. Furthermore, parental relationship closeness is mentioned as the main parameter that influences the success of CFT [ 11 ]. Many children have been diagnosed with ASD, yet there are limited resources available for their families, especially parents, who need to care for their children with special needs.…”

Parent perspectives on treatment: A mixed methods analysis of PEERS® for Preschoolers

“…Others have focused on parents’ own support needs while caring for an autistic child ( Derguy et al, 2015 ; Dieleman et al, 2018 ). Only a few studies have documented parents’ experiences within specific treatment programs autistic for children ( Choque Olsson et al, 2016 ; Ong et al, 2021 ; Stadnick et al, 2013 ; Stahmer et al, 2017 ). These studies broadly focus on evaluating feasibility for parents, positive outcomes, and identifying helpful components, such as use of active parent coaching ( Stadnick et al, 2013 ; Stahmer et al, 2017 ).…”

“…These studies broadly focus on evaluating feasibility for parents, positive outcomes, and identifying helpful components, such as use of active parent coaching ( Stadnick et al, 2013 ; Stahmer et al, 2017 ). With respect to group-based SST programs for children and adolescents, the limited qualitative studies describe parent satisfaction with treatment, with parents reflecting on positive changes in their child’s social skills and confidence ( Choque Olsson et al, 2016 ) and on their own awareness and learning through the program ( Ong et al, 2021 ).…”

“…None of the above referenced studies include parents of preschoolers, a unique developmental period during which reciprocal friendships first emerge ( Coelho et al, 2017 ). Furthermore, among those few studies examining qualitative outcomes following an SST intervention, most focus on parent perspectives of child outcomes, with less inquiry into personal impact on parental experiences with group-based interactions ( Choque Olsson et al, 2016 ; Ong et al, 2021 ). Many parents report benefits from support groups and connections with other parents of autistic children, who are facing similar experiences ( Edwards et al, 2018 ; Reinke & Solheim, 2015 ).…”