Effectiveness Of Parent Training Research Articles

Exploring core competencies for language facilitation in parent training programs in AAC

The relationship between children and their caregivers is essential for the development of social, emotional, cognitive, and linguistic skills. This is especially critical for children with complex communication needs who use augmentative and alternative communication (AAC), as parents play a crucial role in supporting AAC integration within the home. However, communicating with a child who uses AAC does not come naturally and requires the learning of several specific skills. Various training programs have shown that, with appropriate training, parents and caregivers can develop the skills necessary to become effective communication partners and support the use of AAC at home. This paper analyzes the overlap between existing parent training programs in AAC to identify the core competencies essential for parents and caregivers to become effective communication partners. By extracting these fundamental skills, this paper aims to guide practitioners in the design of effective parent training sessions. Key strategies include responsivity, environmental arrangements, wait time, aided modeling, prompting, and appropriate feedback.

Development of a culturally enhanced caregiver-facilitated language nutrition intervention "+Language is Medicine" to address developmental delay in Diné (Navajo) toddlers.

Developmental Delay (DD) is highly common in American Indian and Alaska Native (AI/AN; Indigenous) toddlers and leads to high numbers of AI/AN children who eventually need special education services. AI/AN children are 2.89 times more likely to receive special education compared to other children in the U.S., yet developmental disorders are more frequently under diagnosed and untreated in AI/AN infants and toddlers. DD, which can be identified as early as toddlerhood, can lead to negative impacts on developmental trajectories, school readiness, and long-term health. Signs of DD can be identified early with proper developmental screening and remediated with high quality early intervention that includes effective parent training. There are many evidence-based language facilitation interventions often used in Early Intervention programs. However, in communities in rural parts of the Navajo Nation where there are limited services and resources, infants and toddlers with early signs of DD are often missed and do not get the culturally responsive support and evidence-based intervention they deserve. The community-based +Language is Medicine (+LiM) study team partnered with tribal home visitors, community members, and a Diné linguist/elder using a collaborative virtual workgroup approach in 2021 and 2022 to present the +LiM pilot study aims and to discuss strategies for enhancing a language intervention for toddlers experiencing DD in their tribal community. This paper will detail the stages of community engagement, intervention enhancement and preparation for field testing of the +LiM intervention to address elevated rates of DD in toddlers in the Northern Agency of the Navajo Nation. Two major outcomes from this collaborative workgroup included: (1) a team-initiated redefining of language nutrition to align with Indigenous values that center cultural connectedness and native language use and (2) a five-lesson caregiver-facilitated curriculum titled +Language is Medicine which includes caregiver lessons on language nutrition, language facilitation, shared book reading, pretend play, and incorporation of native language into home routines. These two workgroup outcomes were leveraged to develop a pilot pre-/post-intervention study to test the effectiveness of the +LiM intervention with caregiver-toddler dyads living on the Navajo Nation. Delivering tailored child interventions through tribal home visiting are cost-effective and innovative methods for reaching reservation-based families who benefit from culturally responsive parent coaching and instruction. The +LiM team has applied a precision tribal home visiting approach to enhance methods of early intervention for children with DD. Our enhancement process was grounded in Indigenous community-based participatory research that centered culture and language.

Effects of 6-month customized home-based exercise on motor development, bone strength, and parental stress in children with simple congenital heart disease: a single-blinded randomized clinical trial

BackgroundNew “noncardiac” problems in children with congenital heart disease (CHD), such as developmental delay or long-term neurodevelopmental impairments, have attracted considerable attention in recent years. It is hypothesized that exercise might attenuate CHD-associated neurodevelopmental impairments; however, this has not been thoroughly investigated. The objective of this prospective, single-blinded, randomized controlled experiment was to evaluate the impact of customized home-based exercise for children with CHD.MethodsChildren aged 0–5 years with echocardiography-confirmed simple CHD subtypes who were scheduled to undergo cardiac catheterization were screened for enrolment. Among 420 screened CHD children, 192 were enrolled and randomly assigned at a 1:1 ratio to receive a 6-month intervention (30 min daily customized home-based exercise program with supervision for no less than 5 days per week, combined with home-based exercise education) or control treatment (home-based education). The primary outcome was motor development (gross motor quotient (GMQ), fine motor quotient (FMQ), and total motor quotient (TMQ)). The secondary outcomes were cardiac function and structure, bone quality, physical development, parental anxiety, caregiver burden, and quality of life. Children and their families were assessed before and 1, 3, and 6 months after catheterization; 183 (95.3%) children were included in the primary analysis.ResultsAfter 6-month treatment, the intervention group significantly increased their motor quotient, which was consistently higher than that of the control group (GMQ p < 0.0001, FMQ p = 0.02, TMQ p < 0.001). The physical developments in height, weight, and circumferences of the upper-arm, chest, and head were also significantly improved by exercise (all p < 0.017). No significant improvements in the bone strength or the cardiac structure and function were found among patients in the intervention group (all p > 0.017). For parents, higher quality of life level (total score p = 0.016) was observed in the intervention group; while effects of exercise on the anxiety (rude score p = 0.159, standard score p = 0.159) or the Zarit caregiver burden scale score (p = 0.404) were non-significant. No adverse events occurred during the study period.ConclusionsCustomized home-based exercise improved motor development in children with CHD. While the long-term effects of parent training in home-based exercise are unknown, the study results suggest positive outcomes.Trial registrationA home-based exercise program in congenital heart disease children with cardiac catheterization: a randomized controlled trial. (http://www.chictr.org.cn/, ChiCTR-IOR-16007762, January 14, 2016).

Parents' Expectations of Parent Training programs for Parents of Children with Neurodevelopmental Disorders in Japan.

The efficacy of parent training for neurodevelopmental disorders has been demonstrated in numerous studies. This study conducted a needs assessment of Japanese parents regarding parent training for neurodevelopmental disorders. Responses from 806 parents of children with neurodevelopmental disorders, as well as those with suspected but undiagnosed neurodevelopmental disorders, who had not yet received parent training were analyzed. The survey examined overall trends in the conditions for implementing parent training, methods of grouping, fees, methods of follow-up, facilitator expertise, and effects of parent training. Additionally, differences based on neurodevelopmental diagnosis, parental employment status, household income, parental educational background, and child age were also analyzed. The results showed that parents preferred the program to be offered "once per week," "five sessions per program," "lasting 60 minutes each," "on weekends" and "in the morning," and "at a location within 30 minutes of travel to the venue." However, parents' expectations for parent training varied according to parental employment, household income, parental education, and child age. The only difference in diagnostic status was the preferred institution of attendance. To expand the parent training programs within communities and increase the number of participants, it is necessary to analyze the expectations of prospective participants. The results of this survey suggest that PT providers should consider the conditions for implementing parent training, cost, and facilitator expertise to meet the participants expectations.

Efficacy of a Parent-Implemented Pivotal Response Treatment for Children with Autism Spectrum Disorder.

Pivotal response treatment (PRT) is a well-established intervention addressing core symptoms of autism spectrum disorder (ASD), with parent involvement as a key component. The current study aimed to examine the effects of PRT parent training on parent fidelity and provide descriptive analyses of parent-child interactions before and after parent training. It also probed parental acceptance and satisfaction with the program. A concurrent multiple baseline design across participants was used to evaluate the effectiveness of the parent training program. Four parents (range 32-47 years old) and their children with ASD participated in the study. The intervention comprised 12 one-on-one parent training sessions over six consecutive weeks. The visual analysis and effect size calculation (Tau-U) were used to evaluate functional relationship between independent and dependent variables. The descriptive analysis was used to analyze parent-child interaction data. The findings reveal that all parents learned and maintained PRT with a high level of fidelity, they also enhanced awareness to create more opportunities for interactions during free play, and the parents were very satisfied with the program. The results also indicate that the six-week parent training program is effective in teaching parents to implement PRT with their children. These results suggest that the parent training program may be a promising treatment model that is effective, efficient, and cost-effective. Implications for future research and practice are then discussed.

Enhanced milieu teaching with phonological emphasis: A pilot, telepractice study for parent training in early intervention

Purpose This pilot study evaluated enhanced milieu teaching with phonological emphasis (EMT + PE) parent training intervention delivered through telepractice and its impact on parent implementation, child speech outcomes, and child language outcomes. Method A multiple baseline design across behaviours was used to assess response to parent training and child outcomes. The intervention was delivered to four parents and their young children with repaired cleft palate. Speech production, receptive language, and expressive language were assessed prior to intervention. EMT + PE strategies including matched turns, modelling and expansions, and prompting/speech recasting were taught to parents using the teach-model-coach-review model. Social validity questionnaires were administered pre- and post-intervention to assess parents’ rating of competence and confidence for managing their child’s early development. Reliability and procedural fidelity were conducted. Result All parents increased their use of modelling and expansions, and prompting and speech recasting in response to training, as evidenced by large effect sizes. Children also responded positively to these strategies by increasing percentage of consonants correct (PCC) and target vocabulary, although PCC gains were less than observed in a prior hybrid telepractice and face-to-face intervention. Social validity measures indicated parents increased their confidence to provide intervention for their children. Conclusion This pilot study indicated that effective parent training in EMT + PE strategies can be delivered through telepractice.

Self-Reported Data are not Sufficient to Distinguish Benefits of One Psychological Intervention Compared to Another, both Aimed at Improving the Parent-Toddler Relationship

This paper reports on a Randomized Clinical Trial (RCT) where mothers at risk of maltreating their infants were randomly assigned to either a widely used parenting training known as Systematic Training for Effective Parenting (STEP), a 12-week once weekly session (n=35), or the Group Attachment-Based Intervention (GABI), a multi-family 26-week treatment (n=43). ANCOVA results compared STEP versus GABI groups’ end-of-treatment scores, with intake scores controlled for, on standardized measures of children’s exposure to Adverse Childhood Experiences, social isolation, and difficulties with impulse control, were considered. Mothers in both groups reported no significant increase in children’s exposure to ACEs, and significant decreases in self-reported social isolation and impulse control difficulties. Discussion focuses on self-reported benefits of both treatment arms, and the need for future intervention studies to include observational measures of maternal sensitivity and of the overall quality of the mother-toddler relationship. Three Practitioner Points i. Self-report indices from mothers re their social isolation, self-esteem, and poor impulse control (positive symptoms, SCL-90, all showed improvements from intake to end-of-treatment in both arms of the RCT, both sharing parenting groups as a central if not the only part of treatment. ii. For both arms of the RCT mothers reported no significant increase in their children’s exposure to Adverse Childhood Experiences. iii. Future intervention studies aimed at preventing child maltreatment must include observational measures of maternal sensitivity, and the overall quality of the mother-child relationship.

Neural and behavioral effects of parent training on emotion recognition in mothers rearing children with attention-deficit/hyperactivity disorder.

This randomized controlled study examined neurological changes in socioemotional processing skills through parent training in caregivers of children with attention-deficit/hyperactivity disorder. Thirty mothers of children with attention-deficit/hyperactivity disorder were stratified into parent training and non-parent training groups. Functional magnetic resonance imaging was performed during the "Reading the Mind in the Eyes" test, and parenting difficulties were evaluated using the Parenting Stress Index and the Parenting Scale, twice (before and after parent training). Only mothers in the parent training group showed a significant decrease in Parenting Stress Index and Parenting Scale scores. They also demonstrated increased activity in the left occipital fusiform gyrus during the task of estimating emotions from facial pictures. We presumed that these changes might reflect the potential impact of enrollment in parent training in reducing stress, which might have increased activation of the fusiform gyrus.

Comparison of the effectiveness of conjoint behavioral counseling model and the application of parent-child relationship-based on games on the sleep quality of students with attention deficit/hyperactivity disorder

Background and Aim: Sleep problems in children with attention deficit/hyperactivity disorder are a significant challenge for parents and teachers. The purpose of this study was to compare the effectiveness of parent training based on the Conjoint Behavioral Counselling (CBC) model and the application of parent-child relationship training based on games (CPRT) on the sleep quality in students with attention deficit/hyperactivity disorder. Methods: The research method was a semi-experimental type with a pre-test-post-test design with a control group. For this purpose, a semi-structured interview was taken from the volunteer parents of students referred to the Roozbeh Mandegar Tehran counseling center with the aim of having physical health, not receiving treatment, not taking medication by the child, and not receiving counseling in the field of parenting from other counseling centers. In order to diagnose attention deficit/hyperactivity disorder, CSI4 children's symptoms questionnaire was used. The Pittsburgh Sleep Quality Index (PSQI) questionnaire was also administered. Among those whose children had attention deficit/hyperactivity disorder and also had poor sleep quality, 45 people were selected to participate in the research and were randomly divided into groups of 15 people as two experimental groups and one control group. The experimental groups were trained every week for 1 hour for 10 weeks, while the control group did not receive any training. For data analysis, statistical test of mixed analysis of variance and SPSS-23 software were used. Results: The results showed that the quality of sleep has increased in both groups, but there was a significant difference in the comparison of the effectiveness of the two groups (p&lt;0.05) and the CBC pattern was more effective, and in the four-month follow-up, it was found that CPRT is more durable. Conclusion: The findings of this research showed that both methods can be used to increase the sleep quality of students with ADHD.

The Effect of Parent Training Programmes on Screen Time and Social Function in Children with Autism Spectrum Disorder.

Children with autism spectrum disorder (ASD) are susceptible to excessive electronic screen media (ESM) use. This study aimed to evaluate the effectiveness of a parent training programme in improving the screen time and social functioning of children with ASD. This pre-/post-test quasi-experimental study involved parents by providing them with structured education based on the American Academy of Pediatrics (AAP)' screen time recommendations. In total, 259 children with ASD aged 3 years old-12 years old were eligible. Of those children, 26 were excluded due to comorbidities or taking medications. Additionally, 28 parents participated. Children's screen time were recorded, and social behaviour was scored using the Social Responsiveness Scale pre- and post-intervention. There were significant reductions in the average daily screen time of children with ASD after their parents attended the training programme (-51.25 min; 95% CI: -78.40, -24.10). In subgroups with reduced screen time, the treatment effect of the intervention was significant in improving the social responsiveness total score (-3.09; 95% CI: -5.96, -0.22), the social communication scale (-3.64; 95% CI: -5.91, -1.36) and the restricted interest and repetitive behaviour (RRB) scale (-5.27; 95% CI: -10.29, -0.25). Parental training is effective in reducing screen time and improving social functioning in children with ASD.

Parents' knowledge and attitude and behavior toward autism: a survey of Chinese families having children with autism spectrum disorder.

BackgroundIn recent years, parent-mediated intervention for children with autism spectrum disorder (ASD) has increased. Therefore, implementing effective parent training programs for parents of children with autism is of paramount importance, particularly in low- and middle-income countries. However, little is known about the status of and gaps in parents’ knowledge on ASD, which may hinder the development of valid parental training programs. Herein, we aimed at exploring the status of Chinese parents’ knowledge, attitude and behavior toward ASD, and potential factors affecting the acquisition of correct knowledge.MethodsThis study used a self-designed parental knowledge questionnaire of autism (PKQA) comprising 20 questions alongside another questionnaire comprising additional 17 questions covering the aspects of family demographics, attitudes, and behaviors of parents. In total, we included 394 parents who visited the outpatient department of the Child’s Development and Behavior Center of the Third Affiliated Hospital of Sun Yat-Sen University between December 2018 and May 2019, with their children meeting the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) diagnostic criteria for ASD.ResultsThe median knowledge score in the PKQA was 15 [interquartile range (IQR), 13–17]. Advanced paternal age and longer time interval from diagnosis to enrolling into the parent training program were associated with a lower total knowledge score (all P<0.001). Higher maternal education attainment, higher family income, child being currently under intervention, and family members sharing a common perception of the diagnosis were associated with a higher total knowledge score (all P<0.01). Reading autism-related books (P<0.001) or attending professional lectures (P=0.019) were also associated with a higher total knowledge score.ConclusionsTaken together, this study revealed that family demographics and parents’ attitudes and behaviors toward ASD may significantly influence their knowledge about autism, suggesting the need for promoting more targeted parental skills training programs.

Benefits of Parent Training in the Rehabilitation of Deaf or Hard of Hearing Children of Hearing Parents: A Systematic Review.

The present study is a systematic review on the effectiveness of Parent Training (PT) and coaching in deaf and hard of hearing (DHH) rehabilitation programs which reviews and synthesizes the existing body of evidence to assess the benefits of these programs in enhancing parents’ sensitivity, responsivity and promoting language development in DHH children during the first years after HA fitting or CI activation. Five published studies met the Population, Intervention, Comparison and Outcomes (PICO) inclusion criteria and were eligible to be included, but heterogeneity in terms of the study design, interventions and outcomes did not allow for performing a meta-analysis. All included studies shared the view that a parent’s learning is a circular (rather than frontal) process, and the results appear promising in terms of enhancing parents’ responsiveness and promoting DHH child language development. Nevertheless, the available evidence was judged to not be robust enough due to limitations in the studies’ designs. Further high-quality evidence is needed to evaluate the true degree of clinical value and the cost effectiveness of PT programs aimed at increasing parents’ responsiveness to their DHH children.

Barriers to Clinician Implementation of Parent-Child Interaction Therapy (PCIT) in New Zealand and Australia: What Role for Time-Out?

Background: Parent-Child Interaction Therapy (PCIT) is an effective parent training approach for a commonly occurring and disabling condition, namely conduct problems in young children. Yet, despite ongoing efforts to train clinicians in PCIT, the intervention is not widely available in New Zealand and Australia. Methods: We undertook a cross-sectional online survey of clinicians in New Zealand and Australia who had completed at least the 40-h initial PCIT training, to understand the barriers they encountered in their implementation efforts, and the extent to which attitudes toward time-out influenced implementation. The overall response rate was 47.5% (NZ: 60%; Australia: 31.4%). Results: Responses suggested that participants generally viewed PCIT as both acceptable and effective. Australian participants reported seeing significantly more clients for PCIT per week than those in NZ (Medians 0 and 2, respectively; χ2(1) = 14.08, p < 0.001) and tended to view PCIT as more effective in treating disruptive and oppositional behaviour (95% CI: −0.70, −0.13, p = 0.005). Participants currently seeing PCIT clients described it as more enjoyable to implement than those not using PCIT (95% CI: −0.85, −0.10, p = 0.01). Thirty-eight percent of participants indicated that they adapt or tailor the standardised protocol, primarily by adding in content relating to emotion regulation, and removing content relating to time-out. Participants generally felt that they had fewer skills, less knowledge, and less confidence relating to the Parent-Directed Interaction phase of PCIT (which involves time-out), compared with the Child-Directed Interaction phase. Conclusion: While we had hypothesised that time-out represented an intra-intervention component that detracted from implementation success, results suggested that clinician concern over the use of time-out was present but not prominent. Rather, the lack of access to suitable equipment (i.e., one-way mirror and ear-piece) and difficulties associated with clients attending clinic-based sessions were barriers most commonly reported by clinicians. We suggest that future research might consider whether and how PCIT might be “re-implemented” by already-trained clinicians, moving beyond simply training more clinicians in the approach.

Effect of Parent Training regarding Coping Strategies on Reducing Stress among Parent of Children with Autism Spectrum Disorder

Background: There is no doubt that the mothers' adaptation helps improve the quality of life, not only for any child with special needs but for the whole family, which greatly helps in improving the child's condition and improving the care provided to him by a conscious parent who can meet the child's needs properly. The present study aimed to evaluate the effect of parent training regarding coping strategies on reducing stress among mothers of children with autism spectrum disorder (ASD). Research design: A quasi-experimental design was used in carrying out this study. Setting at This study was conducted at the Child Psychiatry out-patient clinic at Sohag University Hospital. Sample: A purposive sample of a total of forty mothers and their children with ASD aged 4-12 years participated in this study. Tools: Four tools were utilized for data collection. I- A structured interviewing questionnaire sheet, which included two parts, part 1: Demographic characteristic of the mothers, Part 2: Demographic characteristic of their children, II-Parenting Stress Index: Short Form Abidin (1992), III- Coping Strategies Inventory (CSI), IV- Child Behavior Checklist. The data were collected before, immediately after and 3 months after the implementation of the parent training program. Results: The current study revealed a statistically significant improvement was found between the Parenting Stress Index and the Coping Strategies Inventory of the studied mothers as pre/ immediate post and after three months after the training program implementation (p < 0.05). Conclusion: implementation of parent training regarding coping strategies reduced stress among mothers of children with ASD, so the study mainly recommended that parent training regarding coping strategies for mothers of children with ASD should be conducted to reduce stress among mothers of children with ASD.

A Systematic Review of Parent Training for Children with Communication Disorders in Korea

Objectives: The purpose of this study was to review the research trends in regards to parent training and the speech and language development of children with communication disorders in Korea, to evaluate the effectiveness of parent training for improvement of children’s communication skills, and to provide evidence-based directions for parent training.Methods: A search of 4 databases, and manual searching resulted in the identification of 1,222 relevant articles in domestic journals. The 19 articles published from 2001 to 2020 in domestic journals were selected according to the Participants, Intervention, Comparison, and Outcomes (PICO) criteria. Three authors did article selection, data extraction, and quality assessment using the Risk of Bias for Nonrandomized studies (ROBANS).Results: First, the quality of selected articles was high overall. Second, very few studies have empirically examined the effectiveness of parent training intervention on the speech and language development of children with communication disorders. Third, most programs have been provided for mothers and no program focused on supporting fathers. Most programs focused on infants, toddlers, and preschoolers with communication disorders. Fourth, regarding studies on research type and method of data collection; most studies were conducted by experimental study. Lastly, areas of measurement involved participant interactions, development, parent perceptions, and parent experiences. The research studies reported positive effects of parent training intervention on the speech and language development of children with communication disorders.Conclusion: Based on these results, we discussed the limitations of identified studies and limitations of the current systematic review are discussed, as well as implications of the findings for research and practice for children with communication disorders regarding parent training intervention.

Training parents via telepractice to implement dialogic reading strategies with children with developmental disabilities shows promise but additional research is needed

Q (1) What are the effects of parent training and coaching via telepractice on parent implementation of dialogic reading (DR) strategies with young children with developmental disabilities?(2) What...

Parent- and teacher-reported long-term effects of parent training on child conduct problems in families with child protection and other support services: a randomized controlled trial

BackgroundThis randomized controlled trial (RCT) evaluated the long-term effectiveness of the Incredible Years® (IY) Parenting Program in modifying children’s externalizing problems among families in Child Protection Services (CPS) and using other special support services. We also examined whether parent-reported effects of the IY® generalize to the daycare/school setting as reported by teachers.MethodsParticipants in the study were 3–7-year-old children with behavioural problems (N = 102 at baseline, N = 89 at one-year follow-up). Participants were randomized to intervention (N = 50) and control groups (N = 52) after the baseline assessment. The intervention group received 19-week IY® Parenting Program. The effectiveness of the intervention was analyzed using linear mixed model.ResultsOur previously reported pre-post intervention effects on CBCL (Child Behavior Checklist) and ECBI (Eyberg Child Behavior Inventory) were not sustained to the one-year follow-up. Child conduct problems decreased from baseline to follow-up in both intervention and control groups. The positive changes were not observed at daycare/school from baseline to post-intervention or to the one-year follow-up, and there were no significant differences in changes between the groups.ConclusionsEvidence-based parenting program IY® seems to be an effective intervention for child conduct problems in the short term in families in the CPS context, but sustaining the positive effects and generalizing them to the daycare/school context are challenging.Trial registration: The trial is registered in the ClinicalTrials.gov registry (NCT03239990), Registered August 4th, 2017; https://clinicaltrials.gov/ct2/results?cond=&term=NCT03239990&cntry=&state=&city=&dist=

건청 자녀를 둔 청각장애 부모를 대상으로 한 이야기 상호작용 교육의 효과: AI 스피커를 활용한 사례 연구

목적 : 본 연구는 건청 자녀를 둔 청각장애 부모를 대상으로 AI 스피커에 내장된 이야기를 활용한 상호작용 방법을 교육하여, 아동의 내러티브 능력 및 부모-자녀 간 상호작용에 미치는 효과를 검토하였다.<BR>방법 : 본 연구에는 청각장애 부모와 건청 자녀 5쌍이 참여하였다. 부모 중 3명은 자녀와 구화 및 수화로 의사소통하며, 나머지 2명은 구화로 의사소통하는 것으로 보고되었다. 모든 아동들은 감각 및 신경학적 장애가 없는 아동들로, 동작성 지능지수가 정상발달 범주에 속하였다. 본 연구에서는 연구에 참여한 부모를 대상으로 주 1회씩 총 3회기의 이야기 상호작용 부모교육을 실시하였으며, 부모교육 전후로 아동들의 내러티브 능력 및 부모-자녀 간 책읽기 상호작용을 비교 검토하였다. AI 스피커(카카오미니)에 내장된 두 개의 이야기를 매주 아동들에게 들려주게 하였으며, 하나는 부모에게 스크립트를 제공하고, 다른 하나는 제공하지 않음으로써 부모의 개입을 통제하였다. 부모교육이 종료된 이후 두 이야기에 대한 아동들의 이야기이해 능력을 평가하여 부모와의 상호작용 여부에 따른 수행력 차이를 검토하였다.<BR>결과 : 부모교육 이후 모든 아동들의 내러티브 과제 수행력이 향상되었으며, 책읽기 과제를 수행한 4명의 부모들 중 3명의 부모가 부모교육 이후 책읽기에서의 상호작용의 종류 및 빈도가 증가하였다. 또한 AI 스피커를 통해 아동들에게 들려준 두 개의 이야기 중 부모와 상호작용을 한 이야기의 이야기이해 과제 수행력이 더 높았다. 이 외에 부모를 대상으로 인터뷰를 통한 질적 분석을 보완하였다. <BR>결론 : 청각장애 부모를 대상으로 한 이야기 상호작용 부모교육 프로그램이 건청 자녀의 내러티브 능력 및 청각장애 부모와 건청 자녀 간 이야기 상호작용에 긍정적인 효과를 가져 온 본 연구의 결과를 통해, AI 스피커의 청각장애 가정에서의 활용 방법 및 가능성을 확인하였다.

通級指導を利用する発達障害児の保護者に対するペアレント・トレーニング : 全5回のプログラムの効果

通級指導を利用する発達障害児の保護者に対するペアレント・トレーニング : 全5回のプログラムの効果

The effectiveness of parent training for children with autism spectrum disorder: a systematic review and meta-analyses

BackgroundVarious parent training interventions have been shown to have some effect on the symptoms of children with autism. We carried out a systematic review and meta-analyses to assess effectiveness of parental training for children with autism on their symptoms and parental stress.MethodsFour electronic databases, CINAHL, EMBASE, MEDLINE and PsycINFO were searched until March 2020 for relevant literature. Two reviewers independently screened bibliographies using an eligibility checklist and extracted data using a structured proforma. We have also carried out meta-analyses when data were available for pooling.ResultsSeventeen papers from 15 studies were included for data analysis. Fifteen papers showed a positive treatment effect when compared with the control group, although not always significant. Meta-analysis based on pooled data from only two studies in each respective intervention, showed small to moderate treatment effects for three interventions, DIR/Floortime, Pivotal Response and Parent focused training respectively.ConclusionsAs in previous systematic reviews there was a mild to moderate treatment effects of three specific types of interventions respectively. However, it was difficult to draw any definitive conclusion about the effectiveness and generalisability of any intervention because of the wide variation in the interventions, control groups, outcome measures, small sample size, small number of studies in meta-analysis, overlap between the intervention and control procedures used in the included studies. There is an urgent need for experts in various international centres to jointly standardise a parent training intervention for children with autism and carry out a large scale RCT to assess its clinical and economic effectiveness.Research Registry Unique Identifying Number: reviewregistry915.