Comparing the Impact of Differing Preschool Autism Interventions on Parents in Two Canadian Provinces

Autor/inn/en	D'Entremont, Barbara; Flanagan, Helen E.; Ungar, Wendy J.; Waddell, Charlotte; Garon, Nancy; den Otter, Jeffrey; Leger, Natalie; Vezina, Francine; Smith, Isabel M.
Titel	Comparing the Impact of Differing Preschool Autism Interventions on Parents in Two Canadian Provinces
Quelle	In: Journal of Autism and Developmental Disorders, 52 (2022) 11, S.5018-5032 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (D'Entremont, Barbara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-021-05349-2
Schlagwörter	Early Intervention; Preschool Children; Autism Spectrum Disorders; Outcomes of Treatment; Parents; Foreign Countries; Behavior Modification; Stress Variables; Self Efficacy; Parent Attitudes; Satisfaction; Coaching (Performance); Parent Participation; Canada + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autism; Autismus; Eltern; Ausland; Behaviour modification; Verhaltensänderung; Self-efficacy; Selbstwirksamkeit; Elternverhalten; Zufriedenheit; Elternmitwirkung; Kanada
Abstract	Early Intensive Behavioural Intervention (EIBI) is effective for preschoolers with autism spectrum disorder (ASD). Parental measures are rarely included in EIBI effectiveness studies, yet parental distress and lower self-efficacy are associated with poorer child outcomes. Parents of preschoolers with ASD (N = 485) were surveyed at baseline (T1), one-year post-intervention (T2), and school entry (T3) about family distress/crisis, parental self-efficacy, and satisfaction with services in two Canadian provinces. Family distress/crisis decreased and parental self-efficacy increased from T1 to T2. Increases in self-efficacy were largely maintained at T3. Parents were highly satisfied with services. Greater satisfaction for those residing in the province utilizing a parent-coaching model suggests that parent involvement is associated with positive parent outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01