Parents’ Perceptions of Coaching and Low-Intensity Therapy for Young Children on the Autism Spectrum

Seo, Jiwon; France, Karyn G.; McLay, Laurie; Waddington, Hannah

doi:10.1007/s41252-021-00233-7

Cited by 5 publications

(18 citation statements)

References 38 publications

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“…Most research examining perspectives on supports for young autistic children has focussed on autistic adult and parent experiences of accessing and/or participating in these supports. Much of this research relates to parents’ experiences of parent-mediated and direct support for their young autistic children (Jurek et al, 2022; Ogilvie & McCrudden, 2017; Rivard et al, 2021; Seo et al, 2022). Key themes often include the importance of positive relationships with professionals and the need for support to be both individualised and feasible in the context of families’ busy lives.…”

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confidence: 99%

Community perspectives on support goals for young autistic children: A qualitative investigation

Waddington,

Jordan,

Scott

et al. 2023

Neurodiversity

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Goal setting is integral to the provision of effective support, but little is known about community perspectives on support goals for autistic children. A total of 41 autistic adults, 50 parents of autistic children and 31 clinical professionals living in New Zealand and Australia completed open-ended survey questions regarding their perceptions of support goals for young autistic children. Reflexive thematic analysis resulted in five overarching themes related to early support goals: (a) neurodiversity affirming, (b) change the environment, not the child, (c) helping adults to support autistic children, (d) quality of life and (e) respect boundaries. The perspectives of autistic adults, parents and professionals were mostly aligned.

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confidence: 99%

Community perspectives on support goals for young autistic children: A qualitative investigation

Waddington,

Jordan,

Scott

et al. 2023

Neurodiversity

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“…Several qualitative studies have also evaluated parent and clinician perspectives on P-NDBIs, and suggest that they have good social validity, acceptability, and effectiveness (de Korte, Kaijadoe, et al, 2022;Pickard et al, 2016;Seo et al, 2022;Waddington, van der Meer, Sigafoos, & Bowden, 2020).…”

Section: Parent-mediated Ndbismentioning

confidence: 99%

“…Three qualitative studies have been published that evaluate parent perceptions of participating in P-ESDM Seo et al, 2022;Waddington, van der Meer, Sigafoos, & Bowden, 2020). Two of these studies involved 1-1 delivery of P-ESDM, in families' homes, in New Zealand (Seo et al, 2022;Waddington, van der Meer, Sigafoos, & Bowden, 2020). evaluated the social validity of a group P-ESDM programme, delivered via telehealth, in China.…”

Section: Parent Coaching In Esdmmentioning

confidence: 99%

“…Parents in reflected positively on the group-parent coaching format. Suggestions for programme improvements by parents across the studies included longer durations of parent coaching, personalised progression through topics, and wanting an advanced programme Seo et al, 2022;Waddington, van der Meer, Sigafoos, & Bowden, 2020).…”

Section: Parent Coaching In Esdmmentioning

confidence: 99%

“…Based on previous quantitative ESDM social validity research (Ogilvie & McCrudden, 2017;van Noorden et al, 2020;Vismara et al, 2012;Waddington et al, 2016) it was hypothesised that parents would find both tiers of the ESDM parent coaching to be socially valid and acceptable. It was also hypothesised that the in-depth interviews would highlight specific strengths and challenges of the programme, and result in suggestions for improving future P-ESDM programmes Seo et al, 2022;.…”

Section: Research Hypothesesmentioning

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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Parent Perceptions of Participating in a Parent-Mediated Program for Young Autistic Children

van Noorden,

Sigafoos,

Wallace-Watkin

et al. 2023

Journal of Early Intervention

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Parents may be well placed to deliver therapeutic support to their own autistic preschool children. Parent-implemented Early Start Denver Model (P-ESDM) is one well-researched program for coaching parents to use strategies in daily routines to support child development. This qualitative study examined the perceptions of parents of autistic preschool children who participated in a two-tiered 20-week P-ESDM program. This program was novel in that it involved group delivery of P-ESDM as well as a two-tiered approach to support provision. Semi-structured interviews were conducted with the nine parents of seven autistic preschool boys who participated in the program. Data were analyzed using reflexive thematic analysis. Four key themes and 13 subthemes were developed. The themes centered on (a) program accessibility and participation, (b) experience of the two-tiered coaching process, (c) commitment and perseverance, and (d) outcomes. Parents perceived the program to be feasible, acceptable, and effective and gave recommendations for improving future tiered P-ESDM supports. The mixed perceptions from parents suggest the need for flexible, individualized support. Understanding the reported strengths and barriers of this program could allow future programs to better meet the needs of diverse families.

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Parents’ Perceptions of Coaching and Low-Intensity Therapy for Young Children on the Autism Spectrum

Cited by 5 publications

References 38 publications

Community perspectives on support goals for young autistic children: A qualitative investigation

Community perspectives on support goals for young autistic children: A qualitative investigation

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

Parent Perceptions of Participating in a Parent-Mediated Program for Young Autistic Children

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