The Effects of an Accelerated Parent Education Program on Technique Mastery and Child Outcome
Abstract
Educating parents of children with autism regarding how to act as treatment providers for their own children is now understood to be an essential component of successful treatment programs. Although most parent education programs have been successful overall in teaching parents to use specific techniques, the programs are often time consuming and costly, and some parents continue to have difficulty learning, then implementing, techniques at home. The current project assessed the addition of a parent education support group to an accelerated parent education program. Both groups of families received individualized parent education for 12 weeks. One group also attended a weekly parent education support group. Both parent mastery of the parent education techniques and the children's language skills were assessed before and after training. Results indicate that inclusion of a parent education support group in a parent education program may increase parent mastery of teaching techniques and success of accelerated programming and, in turn, increase children's language success. Limitations and implications of this clinical research study are discussed.
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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.”
Indirectly, 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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Pennington, R. C., Grau, R., Bobo, J., Lorence, D., Tomchek, S. D., Stewart, J., & Wooldridge, D. T. (2013) · Rural Special Education Quarterly · doi:10.1177/875687051303200202 · Cited by 3 · see citing works
Bharat, R., Uzaina, U., Yadav, T., Niranjan, S., & Kurade, P. (2022) · BMJ Paediatrics Open · doi:10.1136/bmjpo-2021-001358 · Cited by 3 · see citing works
GÜNLÜ, Y., & Çakmak, S. (2023) · e-International Journal of Educational Research · doi:10.19160/e-ijer.1263636 · Cited by 2 · see citing works
- Authors
- Stahmer, A. C., & Gist, K.
- Affiliations
- Rady Children's Hospital-San Diego (US)
- ORCID
- Stahmer, Aubyn C.
- Venue
- Journal of Positive Behavior Interventions
- Publisher
- SAGE Publications
- Published
- 2001-04
- Volume
- 3
- Issue
- 2
- Pages
- 75-82
- ISSN
- 1098-3007 (ISSN-L)
- 1538-4772
- OpenAlex
- W2129385119
- Cited by
- 129
- References
- 12
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 5 · 2023: 6 · 2022: 8 · 2021: 7 · 2020: 3 · 2019: 5 · 2018: 6 · 2017: 3 · 2016: 4 · 2015: 11 · 2014: 11 · 2013: 7 · 2012: 8
- FWCI
- 0.87
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Positive Behavior Interventions (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 › Family and Disability Support Research
- Keywords
- parent education, autism spectrum disorder, parent training, language skills, children with autism, home-based intervention
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