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Thursday, May 15, 2008
Champagne Terrace/Bordeaux (Novotel London West)
Background:
Parents of children with ASD have been shown to have higher stress levels than parents of children without disabilities (Baker-Ericzen et al., 2005). These studies also show that child-related stress may be mediated by parent education (e.g. Koegel, Bimbela, & Schreibman, 1996).
Objectives:
To examine the effect of a behavioral intervention parent education program on various areas of parent stress as measured by the Parenting Stress Index (PSI; Abidin, 1995).
Methods:
Parents of children (aged 2-4 years) with ASD were trained in one of two naturalistic teaching strategies, Pivotal Response Training (PRT, N=20) or the Picture Exchange Communication System (PECS , N = 19) participated. Families completed the PSI and an Expectations Questionnaire before and after intervention, and at a 3 month follow-up period.
Results:
Parents fell into three groups at intake: low, moderate and high levels of stress. Changes in child-related stress over time varied by group and by specific subscales. The Child Reinforces Parent subscale showed the greatest decrease overall, while Demandingness showed an increase over time. Changes in some child-related stress subscales were not maintained at follow-up. Parent-related stress did not change substantially over time. Parents with low levels of stress at intake showed a trend toward increased stress over time. Low levels of intake stress were highly correlated with higher levels of expectations for positive child outcomes.
Conclusions:
Although some aspects of child-related stress are positively affected by parent education, parents may need additional support to mediate parent-related stress and maintain child-related stress changes after intervention ends. Parents of very young children with ASD with low intake stress levels that subsequently increase may not have a full understanding of the impact of the disorder until they begin a parent education program.
Parents of children with ASD have been shown to have higher stress levels than parents of children without disabilities (Baker-Ericzen et al., 2005). These studies also show that child-related stress may be mediated by parent education (e.g. Koegel, Bimbela, & Schreibman, 1996).
Objectives:
To examine the effect of a behavioral intervention parent education program on various areas of parent stress as measured by the Parenting Stress Index (PSI; Abidin, 1995).
Methods:
Parents of children (aged 2-4 years) with ASD were trained in one of two naturalistic teaching strategies, Pivotal Response Training (PRT, N=20) or the Picture Exchange Communication System (
Results:
Parents fell into three groups at intake: low, moderate and high levels of stress. Changes in child-related stress over time varied by group and by specific subscales. The Child Reinforces Parent subscale showed the greatest decrease overall, while Demandingness showed an increase over time. Changes in some child-related stress subscales were not maintained at follow-up. Parent-related stress did not change substantially over time. Parents with low levels of stress at intake showed a trend toward increased stress over time. Low levels of intake stress were highly correlated with higher levels of expectations for positive child outcomes.
Conclusions:
Although some aspects of child-related stress are positively affected by parent education, parents may need additional support to mediate parent-related stress and maintain child-related stress changes after intervention ends. Parents of very young children with ASD with low intake stress levels that subsequently increase may not have a full understanding of the impact of the disorder until they begin a parent education program.