David Trembath1, Mandeep Gurm2, Nichole E Scheerer2, Dominic A Trevisan3,4, Jessica Paynter1, Gal Bohadana1, Jacqueline Roberts5, Grace Iarocci2. 1. Menzies Health Institute Queensland, Griffith University, Southport, Queensland, Australia. 2. Department of Psychology, Simon Fraser University, Burnaby, British Columbia, Canada. 3. Faculty of Education, Simon Fraser University, Burnaby, British Columbia, Canada. 4. Child Study Center, Yale University, New Haven, Connecticut. 5. Griffith Institute for Educational Research, Griffith University, Mount Gravatt, Queensland, Australia.
Abstract
Parent mediated interventions have the potential to positively influence the interactions and developmental outcomes of children with autism spectrum disorder (ASD). However, a range of factors relating to children, parents and caregivers, and study design may impact on outcomes and thus the generalizability of these interventions to the broader community. The objective of this review was to examine factors that may influence the feasibility, appropriateness, effectiveness, and generalizability of parent mediated interventions for children with ASD. We conducted a systematic review, yielding 41 articles. There was substantial variability in the intervention type, intensity, and study quality. Notably, 46 different inclusion/exclusion criteria were reported across studies including factors relating to children's development, access to other services, comorbidities, parental factors, and access to the intervention. Fifteen articles included examination of 45 different factors potentially associated with, or influencing, intervention outcomes including child (e.g., language skills, ASD severity, cognition) and parent (e.g., adherence and fidelity, education) factors. Although there is clear evidence for an increasingly sophisticated (e.g., systematic phased research for some interventions) and diverse (e.g., studies in geographical diverse contexts including low-resource communities) approach to research examining parent mediated interventions, there remains a need for improved study quality and measurement consistency in research, including a detailed examination of factors that may predict, moderate, and mediate intervention effectiveness for children and their parents. Autism Res 2019, 12: 1304-1321.
Parent mediated interventions have the potential to positively influence the interactions and developmental outcomes of children with autism spectrum disorder (ASD). However, a range of factors relating to children, parents and caregivers, and study design may impact on outcomes and thus the generalizability of these interventions to the broader community. The objective of this review was to examine factors that may influence the feasibility, appropriateness, effectiveness, and generalizability of parent mediated interventions for children with ASD. We conducted a systematic review, yielding 41 articles. There was substantial variability in the intervention type, intensity, and study quality. Notably, 46 different inclusion/exclusion criteria were reported across studies including factors relating to children's development, access to other services, comorbidities, parental factors, and access to the intervention. Fifteen articles included examination of 45 different factors potentially associated with, or influencing, intervention outcomes including child (e.g., language skills, ASD severity, cognition) and parent (e.g., adherence and fidelity, education) factors. Although there is clear evidence for an increasingly sophisticated (e.g., systematic phased research for some interventions) and diverse (e.g., studies in geographical diverse contexts including low-resource communities) approach to research examining parent mediated interventions, there remains a need for improved study quality and measurement consistency in research, including a detailed examination of factors that may predict, moderate, and mediate intervention effectiveness for children and their parents. Autism Res 2019, 12: 1304-1321.
Authors: Paige Huguely Davis; Heba Elsayed; Elizabeth R Crais; Linda R Watson; Rebecca Grzadzinski Journal: Autism Res Date: 2021-11-20 Impact factor: 5.216
Authors: Amy S Weitlauf; Neill Broderick; J Alacia Stainbrook; James C Slaughter; Julie Lounds Taylor; Catherine G Herrington; Amy G Nicholson; Madeline Santulli; Kristin Dorris; LaTamara Jackson Garrett; Michelle Hopton; Amy Kinsman; Mary Morton; Ashley Vogel; Elisabeth M Dykens; A Pablo Juárez; Zachary E Warren Journal: J Autism Dev Disord Date: 2022-01-18