Issues and theoretical constructs regarding parent education for autism spectrum disorders
Open accessAbstract
Participation of parents of children with autism is commonplace in most comprehensive intervention programs, yet, there is limited research relating to the best practices in this area. This article provides an overview of parent education programs for young children with autism and details data-driven procedures which are associated with improved parent and child outcomes. In addition, we provide a troubleshooting guide based on the literature for professionals regarding a variety of complex issues which may arise during parent education.
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Several papers reported beneficial effects of PT groups as classic support to increase parenting skills in managing the behavior of children with ASD while reducing parental stress.
“Several papers reported the beneficial effects of PT groups as classic support to increase parenting skills in managing the behavior of children with ASD [31,32,33,34] while reducing parental stress.”
From The effect of acceptance and commitment therapy for improving psychological well‐being in parents of individuals with autism spectrum disorders: A randomized controlled trial (2021) · cites this paper as [34]
The Group and Distance Programs section (page unavailable) reports emerging evidence that adapted parent programs improved parenting behavior and children's behavior. It says group programs may offer social support and stress reduction, but describes few empirical studies of group training for children with ASD; it does not establish reduced parental stress as a demonstrated effect of those groups. (LLM, conf=0.86)
Experimental — accuracy not yet measuredIndirectly, group-based PT is able to provide social support and decreased parental stress.
“Indirectly, group-based PT is able to provide social support and decreased parental stress [31,32,33,34].”
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- Authors
- Steiner, A. M., Koegel, L. K., Koegel, R. L., & Ence, W. A.
- Affiliations
- Yale University (US)
- University of California, Santa Barbara (US)
- Corresponding author
- Steiner, Amanda M.
- Venue
- Journal of Autism and Developmental Disorders
- Published
- 2011-02-20
- Volume
- 42
- Issue
- 6
- Pages
- 1218-1227
- ISSN
- 0162-3257 (ISSN-L)
- 1573-3432
- PMC
- PMC3810158
- OpenAlex
- W2106384289
- Cited by
- 133
- References
- 118
- Citations by year
- 2026: 1 · 2025: 6 · 2024: 8 · 2023: 12 · 2022: 15 · 2021: 10 · 2020: 15 · 2019: 17 · 2018: 5 · 2017: 6 · 2016: 12 · 2015: 8 · 2014: 8 · 2013: 6 · 2012: 4
- FWCI
- 0.49
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Journal of Autism and Developmental Disorders (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institutes of Health
- National Institute on Deafness and Other Communication Disorders (R34DC010924)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Clinical Psychology › Family and Disability Support Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- parent education, autism spectrum disorder, parent training, young children with autism, troubleshooting guide, early intervention
- MeSH terms
- Child, Child Development Disorders, Pervasive, Child, Preschool, Humans, Parent-Child Relations, Parents, Stress, Psychological, Parenting
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