A Strength-Based Approach to Parent Education for Children with Autism

Autor/in	Steiner, Amanda Mossman
Titel	A Strength-Based Approach to Parent Education for Children with Autism
Quelle	In: Journal of Positive Behavior Interventions, 13 (2011) 3, S.178-190 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300710384134
Schlagwörter	Autism; Parent Education; Child Behavior; Parent Child Relationship; Educational Methods; Child Rearing; Affective Behavior; Interaction; Coping; Therapy; Counseling Techniques; Young Children; Responses; Positive Reinforcement; Attitude Change; Parent Attitudes; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Autismus; Parents education; Elternbildung; Elternschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Educational method; Erziehungsmethode; Kindererziehung; Affective disturbance; Active behaviour; Affektive Störung; Interaktion; Bewältigung; Therapie; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Frühe Kindheit; Attitudinal change; Einstellungsänderung; Elternverhalten
Abstract	Despite the ubiquitous nature of parent education in autism treatment, relatively few studies directly address "how" parent education should be conducted. Given that the literature on parental well-being suggests that treatments that facilitate positive parental adaptation to their child's disability may be beneficial, this study examined the impact of a strength-based approach to parent education. An alternating treatments design was used to compare the effects of therapist statements that highlighted the child's deficits versus those that emphasized strengths. These two approaches were evaluated on the following measures: parent affect, parent statements regarding child behavior, and the quality of parent-child interactions. Results indicate that parents displayed improved affect, made more positive statements about their child, and also exhibited more physical affection toward their child during the strength-based approach. Findings have implications for autism programming, parental coping, and parent-child relationships. (Contains 4 figures and 2 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10