Facilitators’ perspectives on a psychoeducational program for parents of an autistic child

Abstract

The recent increase of diagnosed cases of autism spectrum disorders has led to a considerable rise in the demands for autism-related services and interventions. Parents express the need to access relevant information about their child’s difference, and parent support interventions appear to respond effectively to this demand, as they are knowledge-focused and offer indirect support to the child. The aim of this study was to capture the subjective experience of facilitators who implemented a psychoeducational program called Beyond PDD: Parental Skills within My Reach. Structured interviews of the facilitators ( N = 18) provided insight on institutional support, issues related to the program itself, required and/or recommended professional background, personal experience and competences, and difficulties linked to recruitment and research criteria. Recommendations aiming to enhance program implementation and delivery were then created using facilitators’ feedback on these aspects. Lay abstract The recent increase of diagnosed cases of autism spectrum disorders has led to a considerable rise in the demands for autism-related services and interventions. Caring for an autistic child can be perceived as an enrichment, which coexists with stress in parents. Parents express the need to access relevant information about their child’s difference, and parent support interventions appear to respond effectively to this demand, as they are knowledge-focused and offer indirect support to the child. The aim of this study was to capture the subjective experience of facilitators who implemented a psychoeducational program called Beyond PDD: Parental Skills within My Reach. This program is based on the acknowledged fact that parents of autistic children play a central role in their child’s development. Its main goal is to help parents of autistic children under the age of 8 to identify, develop, and update their parenting competences. This program broaches different topics: (1) specific features of an autistic child, (2) post-diagnostic parental adjustment, (3) communication and social relationships, (4) importance of providing the child with a structured environment, and (5) parental emotions and perceptions that impact everyday life. Structured interviews of the facilitators provided insight on institutional support, issues related to the program itself, required and/or recommended professional background, personal experience and competences, and difficulties linked to recruitment and research criteria. Recommendations aiming to enhance program implementation and delivery were then created using facilitators’ feedback on these aspects.

The importance of parenting self‐efficacy and social support for family quality of life in children newly diagnosed with autism spectrum disorder: A one‐year follow‐up study

“…Some parents of children with ASD may experience improved family interaction through increased communication, such as discussing parental knowledge and concerns about ASD after the diagnosis (Howes et al, 2021). Meanwhile, many parents have limited knowledge and parenting skills at the initial stage of ASD diagnosis (Decroocq et al, 2020). As parents gain more ASD‐related knowledge through support services like early intervention programs, they may become better equipped to navigate challenges and feel more satisfied in their parenting roles and with disability‐related services (Decroocq et al, 2020; Lei, 2018).…”

“…Meanwhile, many parents have limited knowledge and parenting skills at the initial stage of ASD diagnosis (Decroocq et al, 2020). As parents gain more ASD‐related knowledge through support services like early intervention programs, they may become better equipped to navigate challenges and feel more satisfied in their parenting roles and with disability‐related services (Decroocq et al, 2020; Lei, 2018). Most of the children in this study received intervention after the ASD diagnosis, supporting the notion that early interventions targeting parenting skills are warranted to help parents care for their children with ASD and improve FQoL.…”

Group Psychoeducational Intervention for Grandparents of Young Children with ASD: An Open Feasibility Study

“…This is not surprising as the trainers in this study not only had very good knowledge about autism but also had a vast clinical experience with children with ASD and their family members, which is one of the strengths of how this intervention is delivered within the frames of the broader support program directed to families. Decroocq et al ( 2020 ) noted that trainers’ professional background, competences, and experience in evaluations and support of child with autism are important prerequisites for successful implementation and delivery of psychoeducational programs for families of children with ASD. At the same time, it is important to note that the intervention was evaluated in an open non-randomized study design, which does not allow us to rule out the possibility that the grandparents' positive evaluations of the program were associated with the performance of specific trainers delivering the course rather than with the intervention program itself.…”

Preliminary Results of the Effects of a Psychoeducational Program on Stress and Quality of Life Among French Parents of an Child With Autism

“…To participate, parents must coordinate professional and family constraints to free up time. Professionals also need to find time to prepare and administer the program (Decrooq et al, 2020). If limited time or human resources are an issue, self-guided psychoeducational programs or web-based resources should be offered instead (Bearss et al, 2015).…”

“…In France, the implementation and evaluation of this program began in 2013 in association with six clinical centers. Satisfactory results regarding the program’s implementation in France have been shown (Cappe et al, 2019; Decroocq et al, 2020; Sankey et al, 2019a, 2019b).…”