Parenting Stress Reduces the Effectiveness of Early Teaching Interventions for Autistic Spectrum Disorders

Autor/inn/en	Osborne, Lisa A.; McHugh, Louise; Saunders, Jo; Reed, Phil
Titel	Parenting Stress Reduces the Effectiveness of Early Teaching Interventions for Autistic Spectrum Disorders
Quelle	In: Journal of Autism and Developmental Disorders, 38 (2008) 6, S.1092-1103 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-007-0497-7
Schlagwörter	Stress Variables; Child Rearing; Adjustment (to Environment); Parent Attitudes; Parent Influence; Early Intervention; Program Effectiveness; Pervasive Developmental Disorders; Correlation; Behavior Problems; Social Development; Cognitive Ability + Suchen Sie Ihr Suchwort? Kindererziehung; Elternverhalten; Korrelation; Soziale Entwicklung; Denkfähigkeit
Abstract	This community-based study examined the influence of early teaching interventions on children diagnosed with Autistic Spectrum Disorders, and the dynamics between the time intensity of the interventions and parenting stress, on child outcomes. Intellectual, educational, and adaptive behavior and social functioning were all measured. Sixty-five children were divided into four groups, based on the levels of time intensity of their intervention, and on their parents' stress levels. There were gains in intellectual, educational, and adaptive behavioral and social skills, and there was a positive relationship between the time intensity of the early teaching interventions and child outcome gains. More importantly, however, high levels of parenting stress counteracted the effectiveness of the early teaching interventions. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10