Silvia Perzolli1, Giulio Bertamini1,2, Simona de Falco1, Paola Venuti1, Arianna Bentenuto1. 1. Laboratory of Observation, Department of Psychology and Cognitive Science, Diagnosis and Education (ODFLab), University of Trento, 38068 Rovereto, Italy. 2. Center for Information Technology, Bruno Kessler Foundation (FBK), University of Trento, 38123 Trento, Italy.
Abstract
(1) Background: Parental involvement during intervention with children with Autism Spectrum Disorder (ASD) has been demonstrated to be fundamental for children's developmental outcomes. However, most research focused on child gains especially considering cognitive functioning and symptoms severity, whereas parental and dyadic changes during intervention need further investigation. (2) Methods: 29 mothers in interaction with their preschool children with ASD were analyzed through two standardized behavioral and observational measures to evaluate the dyadic Emotional Availability (EA) and play skills before (T1) and after (T2) a parental-based intervention. (3) Results: Results revealed mothers increased affective quality and major awareness in understanding the signals produced by the child, that in turn was more responsive, involving also using more complex play strategies. Interestingly, the role of specific factors able to predict parental characteristics was investigated, pointing out the important contribution of mothers' perceptions of having a difficult child and child language communicative abilities. (4) Conclusions: the study enhances knowledge about child and caregiver variables that impact on dyadic outcomes, identifying important target areas to be addressed during intervention. Further, our results suggest that a parental-based intervention supports and facilitates improvements in both children's and caregivers' affective quality and cognitive abilities.
(1) Background: Parental involvement during intervention with children with Autism Spectrum Disorder (ASD) has been demonstrated to be fundamental for children's developmental outcomes. However, most research focused on child gains especially considering cognitive functioning and symptoms severity, whereas parental and dyadic changes during intervention need further investigation. (2) Methods: 29 mothers in interaction with their preschool children with ASD were analyzed through two standardized behavioral and observational measures to evaluate the dyadic Emotional Availability (EA) and play skills before (T1) and after (T2) a parental-based intervention. (3) Results: Results revealed mothers increased affective quality and major awareness in understanding the signals produced by the child, that in turn was more responsive, involving also using more complex play strategies. Interestingly, the role of specific factors able to predict parental characteristics was investigated, pointing out the important contribution of mothers' perceptions of having a difficult child and child language communicative abilities. (4) Conclusions: the study enhances knowledge about child and caregiver variables that impact on dyadic outcomes, identifying important target areas to be addressed during intervention. Further, our results suggest that a parental-based intervention supports and facilitates improvements in both children's and caregivers' affective quality and cognitive abilities.
Authors: Jonathan Green; Tony Charman; Helen McConachie; Catherine Aldred; Vicky Slonims; Pat Howlin; Ann Le Couteur; Kathy Leadbitter; Kristelle Hudry; Sarah Byford; Barbara Barrett; Kathryn Temple; Wendy Macdonald; Andrew Pickles Journal: Lancet Date: 2010-05-20 Impact factor: 79.321
Authors: Andrew Pickles; Ann Le Couteur; Kathy Leadbitter; Erica Salomone; Rachel Cole-Fletcher; Hannah Tobin; Isobel Gammer; Jessica Lowry; George Vamvakas; Sarah Byford; Catherine Aldred; Vicky Slonims; Helen McConachie; Patricia Howlin; Jeremy R Parr; Tony Charman; Jonathan Green Journal: Lancet Date: 2016-10-25 Impact factor: 79.321