Coaching Mothers of Children with Autism: A Qualitative Study for Occupational Therapy Practice

Abstract

The purpose of this study was to understand the perceptions of mothers of children with autism spectrum disorder (ASD) who participated in 10 one-hour coaching sessions. Coaching occurred between an occupational therapist and mother and consisted of information sharing, action, and reflection. Researchers asked 10 mothers six open-ended questions with follow-up probes related to their experiences with coaching. Themes were identified, labeled, and categorized. Themes emerged related to relationships, analysis, reflection, mindfulness, and self-efficacy. Findings indicate that parents perceive the therapist-parent relationship, along with analysis and reflection, as core features that facilitate increased mindfulness and self-efficacy. The findings suggest that how an intervention is provided can lead to positive outcomes, including increased mindfulness and self-efficacy.

Ergotherapy: A Job Field That Can Be The Job of Future

“…-Otizmli çocuklarýn annelerinde uygulanan ergoterapi etkinliðinin araþtýrýldýðý bir çalýþmada farkýndalýðýn ve özyeterliliðin de dahil olduðu olumlu sonuçlar alýnmýþtýr (25).…”

Evidence to Practice Commentary New Evidence in Coaching Interventions

“…to enable participation in the context of the family's daily life" (Foster et al, 2013, p. 254). Coaching is different to traditional therapy in that therapists do not tell the parent or child what to do, but rather help the parent or child to solve problems and find possible solutions, using self-directed learning that enhances the individual's capabilities (Foster et al, 2013). Coaching involves (a) emotional support; (b) information exchange; and (c) a structured learning process involving (i) goal-setting; (ii) exploring options; (iii) planning action; (iv) carrying out plans in real-life environments; (v) checking performance through analysis and reflection; and (vi) generalization (Graham et al, 2010).…”

“…Coaching involves (a) emotional support; (b) information exchange; and (c) a structured learning process involving (i) goal-setting; (ii) exploring options; (iii) planning action; (iv) carrying out plans in real-life environments; (v) checking performance through analysis and reflection; and (vi) generalization (Graham et al, 2010). Mother's believe that good coaching involves a collaborative relationship with the therapist characterized by open communication, knowledge sharing, reflection, and critical analysis (Foster et al, 2013). If the reflection and analysis components…”

Parental Adherence to a Research Protocol to Investigate the Effect of the Wilbarger Therapressure ProgramTM: A Qualitative Study

“…It is recommended that therapy should focus on the expectations of parents (Cohn, Kramer, Schub, & May-Benson, 2014) and that family-focused intervention, with collaborative goal setting, will result in improved outcomes for families (Brewer, Pollock, & Wright, 2014). Foster, Dunn, and Lawson (2013) and Graham, Rodger, and Ziviani (2009) mutually advocate for a parent coaching intervention model instead of direct child-focused intervention. Indirect health service delivery models, like home programs, are typically recommended when the therapist determines that increased repetition, in addition to or in lieu of direct intervention, could benefit the child's therapeutic outcomes (Bundy, Lane, Murray, & Fischer, 2002).…”