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Stepping Stones Triple P: An RCT of a Parenting Program with Parents of a Child Diagnosed with an Autism Spectrum Disorder
Abstract
Whilst the Triple P Positive Parenting Program has a large evidence base (Sanders, Clinical Child and Family Psychology Review 2:71-90, 1999; Sanders, Journal of Consulting and Clinical Psychology 68:624-640, 2000) and preliminary evidence indicates that Stepping Stones Triple P is also efficacious (Roberts, Journal of Clinical Child and Adolescent Psychology, 35(2):180-193, 2006), to date Stepping Stones has not been evaluated with the ASD population. Fifty-nine families with a child with ASD aged between 2 and 9 participated in this randomized controlled trial. The results demonstrate significant improvements in parental reports of child behaviour and parenting styles with the treatment effects for child behaviour, parental over reactivity and parental verbosity being maintained at follow-up 6 months later. Further, the results suggest significant improvements in parental satisfaction and conflict about parenting as well as a sleeper effect for parental efficacy. The results indicate that Stepping Stones Triple P is a promising intervention for parents of children with ASD. Limitations and future research are also addressed.
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“suggesting that compared to overreactive parenting practices, lax parenting practices may be more resistant to change.”
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“This pattern of findings is in agreement with prior research on parent trainings for parents of children with ASD, which consistently reported a decrease in overreactivity but no (81, 82) or a delayed follow-up (65) effect on laxness”
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Metadata
- Authors
- Whittingham, K., Sofronoff, K., Sheffield, J., & Sanders, M. R.
- Affiliations
- The University of Queensland (AU)
- Corresponding author
- Sofronoff, Kate
- Venue
- Journal of Abnormal Child Psychology
- Published
- 2008-11-21
- Volume
- 37
- Issue
- 4
- Pages
- 469-480
- ISSN
- 0091-0627 (ISSN-L)
- 1573-2835
- OpenAlex
- W2046801521
- Cited by
- 357
- References
- 29
- Citations by year
- 2026: 8 · 2025: 23 · 2024: 15 · 2023: 17 · 2022: 14 · 2021: 23 · 2020: 12 · 2019: 23 · 2018: 48 · 2017: 26 · 2016: 38 · 2015: 18 · 2014: 24 · 2013: 25 · 2012: 19
- FWCI
- 4.14
- Type
- journal article
- Language
- en
- Update notices
- correction (2014-08-29)
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Research on Child and Adolescent Psychopathology (publishedVersion)
- PubMed (publishedVersion)
- Research Explorer (The University of Manchester) (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Keywords
- Stepping Stones Triple P, Triple P-Positive Parenting Program, autism spectrum disorder, parenting support, parent training, child behavior problems, parenting styles, parental satisfaction, parental conflict, parental efficacy, sleeper effect
- MeSH terms
- Autistic Disorder, Child, Child, Preschool, Family Therapy, Female, Humans, Male, Parent-Child Relations, Parents, Psychiatric Status Rating Scales, Surveys and Questionnaires, Parenting, Asperger Syndrome
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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