Intervention Response by Genetic Subtype: PRETEND-Preschool Program for Children with Prader-Willi Syndrome via Remote Parent Training

Autor/inn/en	Dimitropoulos, Anastasia; Doernberg, Ellen A.; Russ, Sandra W.; Zyga, Olena
Titel	Intervention Response by Genetic Subtype: PRETEND-Preschool Program for Children with Prader-Willi Syndrome via Remote Parent Training
Quelle	In: Journal of Autism and Developmental Disorders, 52 (2022) 12, S.5191-5206 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dimitropoulos, Anastasia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-022-05695-9
Schlagwörter	Genetics; Intervention; Response to Intervention; Genetic Disorders; Developmental Delays; Intellectual Disability; Play; Child Development; Parent Child Relationship; Parent Education; Distance Education; Coaching (Performance); Social Cognition; Interpersonal Competence; Imagination; Preschool Children + Suchen Sie Ihr Suchwort? Humangenetik; Entwicklungsverzögerung; Intellect; Disability; Disabilities; Verstand; Behinderung; Spiel; Kindesentwicklung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parents education; Elternbildung; Elternschule; Distance study; Distance learning; Fernunterricht; Soziale Kognition; Interpersonale Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Prader-Willi Syndrome (PWS) is a rare neurodevelopmental disorder associated with social cognitive challenges, and pretend play has been demonstrated as a tool to achieve developmental goals. Following previous report on feasibility and acceptability of a remote, play-based parent-training program (Zyga, Russ, & Dimitropoulos, 2018), we now report on preliminary efficacy of this program to enhance pretend play skills and social cognitive skills in preschoolers with PWS. Results across two studies demonstrated efficacy when live-coaching play sessions incorporated children into the intervention. Increases in play skills were observed for children with the mUPD subtype of PWS who underwent intervention, compared with children with mUPD who were waitlisted. Children with DEL subtype were less likely to respond to intervention. Implications for results are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01