scholarly journals Research Trends on Parent Education Program

2014 ◽  
Vol 15 (2) ◽  
pp. 943-967 ◽  
Author(s):  
이정주 ◽  
Jongyeun Lee
Keyword(s):  
Parent Education ◽  
Education Program ◽  
Research Trends ◽  
Parent Education Program

Love, Limits, and Latitude: Multi-Site Pilot Study of a Parent Education Program

2015 ◽  
Vol 20 (1) ◽  
Author(s):  
David Law ◽  
Jerica Berge ◽  
Jennifer Johnson ◽  
Rachel Brown ◽  
M. Gawain Wells
Keyword(s):  
Pilot Study ◽  
Parent Education ◽  
Education Program ◽  
Parent Education Program

Revisiting an RCT study of a parent education program for Latinx parents in the United States: Are treatment effects maintained over time?

Autism ◽  
2021 ◽  
pp. 136236132110331
Author(s):  
Weiwen Zeng ◽  
Sandy Magaña ◽  
Kristina Lopez ◽  
Yue Xu ◽  
J Marisol Marroquín
Keyword(s):  
Autism Spectrum Disorder ◽  
Parent Education ◽  
Education Program ◽  
Child Outcomes ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Communication Impairments ◽  
Parent Education Program

This study examined maintenance of treatment effects in a culturally tailored parent education program for Latinx families of children with autism spectrum disorder using a behavior maintenance framework. In a two-site randomized waitlist-control study, we compared differences in parent and child outcomes across three timepoints using linear mixed models to determine whether outcomes observed at 4 months after baseline (Time 2) were maintained for an additional 4-month period (Time 3). Parent outcomes included family empowerment, self-reported confidence in, and frequency of using evidence-based strategies. Child outcomes included parent-reported challenging behaviors, social communication impairments, and the number of services received. Participants were 109 Latina mothers (intervention = 54, control = 55) of children with autism spectrum disorder. Results showed that at Time 3, mothers in the intervention groups reported significantly greater confidence in and frequency of using evidence-based strategies, and that their child received significantly more services. Site-specific treatment differences were found in outcomes such as parent-reported empowerment and child social communication impairments. Findings suggest that the intervention for Latinx parents of children with autism spectrum disorder was efficacious and could be maintained, and that site-specific policy and service differences may need to be examined in future research to inform dissemination and implementation. Lay abstract Background: We conducted a follow-up investigation of a two-site randomized controlled trial in the United States. We examined whether the treatment effects in a culturally tailored parent education program for Latinx families of children with autism spectrum disorder were maintained over time. Methods: Using linear mixed models, we compared differences in parent and child outcomes across three timepoints: baseline, 4 months after baseline (Time 2), and 8 months after baseline (T3). Parent outcomes included family empowerment, self-reported confidence in, and frequency of using evidence-based strategies. Child outcomes included parent-reported challenging behaviors, social communication impairments, and the number of services received. Participants were 109 Latina mothers (intervention = 54, control = 55) of children with autism spectrum disorder. Results: After intervention at both Time 2 and Time 3 in both sites, mothers in the intervention groups reported significantly greater confidence in and frequency of using evidence-based strategies, and that their child received significantly more services. We also found that there were treatment differences across the two study sites in several outcomes. Implications: The intervention for Latinx parents of children with autism spectrum disorder was efficacious and could be maintained, and that site-specific policy and service differences may need to be examined in future research to inform dissemination and implementation.

scholarly journals Social Competence Intervention for Parents (SCI-P): Comparing Outcomes for a Parent Education Program Targeting Adolescents with ASD

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Tia R. Schultz ◽  
Janine P. Stichter ◽  
Melissa J. Herzog ◽  
Stephanie D. McGhee ◽  
Kristin Lierheimer
Keyword(s):  
Social Competence ◽  
Parent Education ◽  
Education Program ◽  
Well Being ◽  
Autism Spectrum ◽  
Post Intervention ◽  
Quasi Experimental ◽  
Education Participation ◽  
Parent Education Programs ◽  
Parent Education Program

Research has shown that parent education programs can address some of the distinct challenges that parents of youth with autism spectrum disorders (ASDs) encounter. This study examined the effectiveness of the Social Competence Intervention for Parents (SCI-P), a parent education program, administered in conjunction with a social competence intervention that targeted youth with ASD ages 11–14 (SCI-A). Using a quasi-experimental pre-post design, parents were assigned to either the SCI-P group (n=16) or to the waitlist comparison group (n=10). Analyses of covariance (ANCOVAs) revealed a significant effect for parent education participation such that SCI-P participants experienced significantly greater reductions in levels of stress and a trend for increases in parenting sense of competence from pre- to post-intervention. Moreover, parents in the SCI-P group reported high satisfaction with the program. These findings suggest that parent education can result in positive outcomes for parents’ well being.

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