Literaturnachweis - Detailanzeige
Autor/inn/en | D'Entremont, Barbara; Flanagan, Helen E.; Ungar, Wendy J.; Waddell, Charlotte; Garon, Nancy; den Otter, Jeffrey; Leger, Natalie; Vezina, Francine; Smith, Isabel M. |
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Titel | Comparing the Impact of Differing Preschool Autism Interventions on Parents in Two Canadian Provinces |
Quelle | In: Journal of Autism and Developmental Disorders, 52 (2022) 11, S.5018-5032 (15 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (D'Entremont, Barbara) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0162-3257 |
DOI | 10.1007/s10803-021-05349-2 |
Schlagwörter | Early Intervention; Preschool Children; Autism Spectrum Disorders; Outcomes of Treatment; Parents; Foreign Countries; Behavior Modification; Stress Variables; Self Efficacy; Parent Attitudes; Satisfaction; Coaching (Performance); Parent Participation; Canada Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autism; Autismus; Eltern; Ausland; Behaviour modification; Verhaltensänderung; Self-efficacy; Selbstwirksamkeit; Elternverhalten; Zufriedenheit; Elternmitwirkung; Kanada |
Abstract | Early Intensive Behavioural Intervention (EIBI) is effective for preschoolers with autism spectrum disorder (ASD). Parental measures are rarely included in EIBI effectiveness studies, yet parental distress and lower self-efficacy are associated with poorer child outcomes. Parents of preschoolers with ASD (N = 485) were surveyed at baseline (T1), one-year post-intervention (T2), and school entry (T3) about family distress/crisis, parental self-efficacy, and satisfaction with services in two Canadian provinces. Family distress/crisis decreased and parental self-efficacy increased from T1 to T2. Increases in self-efficacy were largely maintained at T3. Parents were highly satisfied with services. Greater satisfaction for those residing in the province utilizing a parent-coaching model suggests that parent involvement is associated with positive parent outcomes. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |