Parent Training Interventions for Children with Autism Spectrum Disorders

Brookman‐Frazee, Lauren; Vismara, Laurie A.; Drahota, Amy; Stahmer, Aubyn C.; Openden, Daniel

doi:10.1007/978-1-4419-0088-3_14

Cited by 64 publications

(58 citation statements)

References 108 publications

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“…However, most studies included researchers or teachers as implementers and only two studies utilized parents as implementers. Despite this finding, these interventions may be best implemented by persons found within the contexts that people typically demonstrate functional living skills, as the participation of natural change agents tends to promote skill generalization and maintenance (Brookman-Frazee et al 2009).…”

Section: Discussionmentioning

confidence: 99%

Meta-analysis of Single-Case Research on Teaching Functional Living Skills to Individuals with ASD

Ninci

Neely

Hong

et al. 2015

Rev J Autism Dev Disord

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A meta-analysis of 52 studies teaching functional living skills to individuals with autism spectrum disorder was conducted. Using the Tau effect size with the Dunn and the KruskalWallis post-hoc analyses, the following categories were analyzed: age, diagnosis, intervention type, dependent variable, setting, and implementer. Analyses for age yielded statistically significant findings supporting greatest outcomes for elementaryaged individuals compared to secondary-aged individuals as well as adolescents and adults in comparison with preschool-and secondary-aged individuals. Moderate to strong effect sizes were noted across categories for diagnosis, intervention, and dependent variable. Outcomes indicated strong effects across categories for setting and implementer. Convergent validity of Tau effect sizes with visually analyzed ratings of evidence was evaluated, which largely resulted in correspondence.

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Section: Discussionmentioning

confidence: 99%

Meta-analysis of Single-Case Research on Teaching Functional Living Skills to Individuals with ASD

Ninci

Neely

Hong

et al. 2015

Rev J Autism Dev Disord

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“…Some studies have shown that parents' participation in the education of children with ASD has benefits other than facilitating acquisition of skills and minimizing behavioral problems; for example, more positive parent-child interaction, improvement in the self-perception of parental competence, reduced stress, the ability to spend more time on social and leisure activities, and consequent improvement in the quality of life of both parents and their children. (Brookman-Frazee, Vismara, Drahota, Stahmer, & Openden, 2009;Koegel, Bimbela, & Schreibman, 1996;Machalicek et al, 2014;Najdowski & Goud, 2014).…”

mentioning

confidence: 99%

Effectiveness of Video Modeling Provided by Mothers in Teaching Play Skills to Children with Autism

Besler

Kurt

2016

EDUC SCI-THEOR PRACT

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“…In particular, within the range of these interventions that aim to reduce problem behaviour, there appears to be a shift from child-focused behavioural interventions, which are typically carried out by trained therapists to focus exclusively on teaching the target child (e.g., early intensive behavioural intervention [EIBI] programmes), towards an increasing recognition of parent-focused behavioural interventions, which are provided to train parents in the use of appropriate behavioural strategies with their child (e.g., the Stepping Stones Triple P [SSTP] programme) (e.g., Birkin, Anderson, Moore, & Seymour, 2004;Brookman-Frazee, Stahmer, BakerEriczén, & Tsai, 2006;Brookman-Frazee, Vismara, Drahota, Stahmer, & Openden, 2009;Francis, 2005;Matson, Mahan, & Matson, 2009;Schreibman, 2000;Schreibman & Anderson, 2001). This increasing availability of parent-focused behavioural interventions, in turn, serves to highlight the greater role that parents of children with ASD play not only in seeking assistance and deciding which interventions to use, but also in actively learning, implementing, and delivering the interventions themselves.…”

Section: Problem Behaviour In Children With Autism Spectrum Disordersmentioning

confidence: 99%

Do maternal attributions play a role in the acceptability of behavioural interventions for problem behaviour in children with autism spectrum disorders?

Choi

Kovshoff

2013

Research in Autism Spectrum Disorders

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The present study explored the relationship between parental attributions and treatment acceptability of behavioural interventions for problem behaviour in children with autism spectrum disorders (ASD).Mothers of children with ASD aged 3 to 9 years (N = 139) completed survey measures that assessed demographics, parental attributions, treatment acceptability of parent-focused and child-focused behavioural interventions, severity of their child's disruptive behaviour, and severity of their child's ASD symptoms. The results showed that parental attributions of parent-referent stability, but not the other attributional dimensions, negatively predicted treatment acceptability of a parent-focused behavioural intervention, even when severity of disruptive behaviour was statistically controlled.Conversely, no associations were found between any attributional dimension and treatment acceptability of a child-focused behavioural intervention. Preliminary analyses also revealed that mothers' ratings of the severity of their child's disruptive behaviour were significantly negatively associated with the acceptability of both parent-focused and child-focused behavioural interventions.The findings have potential implications for professionals to identify and challenge distorted attributions of parent-referent stability to promote parental acceptance of a parent-focused behavioural intervention for problem behaviour in children with ASD.Keywords: treatment acceptability, attributions, behavioural intervention, problem behaviour, autism Do maternal attributions play a role in the acceptability of behavioural interventions for problem behaviour in children with autism spectrum disorders?

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Parent Training Interventions for Children with Autism Spectrum Disorders

Cited by 64 publications

References 108 publications

Meta-analysis of Single-Case Research on Teaching Functional Living Skills to Individuals with ASD

Meta-analysis of Single-Case Research on Teaching Functional Living Skills to Individuals with ASD

Effectiveness of Video Modeling Provided by Mothers in Teaching Play Skills to Children with Autism

Do maternal attributions play a role in the acceptability of behavioural interventions for problem behaviour in children with autism spectrum disorders?

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