Effectiveness of Parent Education in Pivotal Response Treatment on Pivotal and Collateral Responses

In two studies, we investigated the effectiveness of parent education in Pivotal Response Treatment (PRT) on parent-created opportunities and spontaneous child initiations in two community-based treatment facilities for children with autism spectrum disorder (ASD). Changes in parental stress and sel...

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Bibliographic Details
Published inJournal of autism and developmental disorders Vol. 49; no. 9; pp. 3477 - 3493
Main Authors Verschuur, Rianne, Huskens, Bibi, Didden, Robert
Format Journal Article
LanguageEnglish
Published New York Springer US 01.09.2019
Springer
Springer Nature B.V
Subjects
Analysis
Anxiety
Autism
Autistic children
Behavior
Behavior Modification
Behavioral Science and Psychology
Care and treatment
Child and School Psychology
Children
Children & youth
Clinical medicine
Cognitive ability
Community-based treatment
Comorbidity
Education
Health aspects
Health education
Independent study
Instructional Effectiveness
Neurosciences
Original Paper
Parent Education
Parental stress
Parenting
Parents
Parents & parenting
Pediatrics
Pervasive Developmental Disorders
Psychology
Psychopathology
Public Health
Self Efficacy
Self-efficacy (Psychology)
Social interactions
Parent-created opportunities
Child initiations
Pivotal response treatment
Autism spectrum disorder
Parent education
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Summary:In two studies, we investigated the effectiveness of parent education in Pivotal Response Treatment (PRT) on parent-created opportunities and spontaneous child initiations in two community-based treatment facilities for children with autism spectrum disorder (ASD). Changes in parental stress and self-efficacy were explored. Participants were 26 parents and their children who participated in group (Study 1) or individual (Study 2) parent education in PRT. Results indicated that group-based parent education resulted in moderate increases in opportunities, functional initiations, and empathic social initiations. Furthermore, parental stress reduced and self-efficacy increased. Individual parent education resulted in large increases in opportunities and functional initiations, but parental stress and self-efficacy did not change. Implications for clinical practice and directions for future research are discussed.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0162-3257
1573-3432
DOI:10.1007/s10803-019-04061-6