A Systematic Review of Training Programs for Parents of Children with Autism Spectrum Disorders: Single Subject Contributions

Autor/inn/en	Patterson, Stephanie Y.; Smith, Veronica; Mirenda, Pat
Titel	A Systematic Review of Training Programs for Parents of Children with Autism Spectrum Disorders: Single Subject Contributions
Quelle	In: Autism: The International Journal of Research and Practice, 16 (2012) 5, S.498-522 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361311413398
Schlagwörter	Intervention; Parents; Autism; Child Language; Participant Characteristics; Social Development; Pervasive Developmental Disorders; Children; Emotional Development; Rating Scales; Caregivers; Intervals; Case Studies; Parent Child Relationship + Suchen Sie Ihr Suchwort? Eltern; Autismus; 'Children''s language'; Kindersprache; Soziale Entwicklung; Child; Kind; Kinder; Gefühlsbildung; Rating-Skala; Caregiver; Carer; Betreuungsperson; Pfleger; Case study; Fallstudie; Case Study; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	Aim: The purpose of this systematic review was to examine research utilizing single subject research designs (SSRD) to explore the effectiveness of interventions designed to increase parents' ability to support communication and social development in children with autism spectrum disorders (ASDs). Method: Included studies were systematically assessed for methodological quality (Logan et al., 2008; Smith et al., 2007) and intervention effects. Data examining participant characteristics, study methodology, outcomes, and analysis were systematically extracted. Results: Eleven SSRD parent-training intervention studies examining 44 participants with ASD were included. Overall, the studies were of moderate quality and reported increases in parent skills and child language and communication outcomes. Interpretation: The results supported by improvement rate difference (IRD) analysis indicated several interventions demonstrated positive effects for both parent and child outcomes. However, limited generalization and follow-up data suggested only one intervention demonstrated parents' accurate and ongoing intervention implementation beyond training. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10